Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students

dc.contributor.advisor	Stewart, Sepideh
dc.contributor.author	Lee, Misun
dc.contributor.committeeMember	Rubin, Leonard
dc.contributor.committeeMember	Albert, John
dc.contributor.committeeMember	Schmidt, Ralf
dc.contributor.committeeMember	Terry, Robert
dc.date.accessioned	2014-05-08T15:57:37Z
dc.date.available	2014-05-08T15:57:37Z
dc.date.issued	2014-05-09
dc.date.manuscript	2014-05-07
dc.description.abstract	Teaching and learning calculus has been the subject of mathematics education research for many years. Although the literature is mainly concerned with students’ difficulties with calculus, research on mathematicians’ day to day activities is still scarce. Using Schoenfeld’s Resources, Orientations and Goals (ROGs) framework, this study examined four instructors’ ROGs in teaching calculus to low-achieving students. The findings revealed the in depth pedagogical experiences of mathematicians and their deliberation in helping students. The study suggested that building research based models and frameworks results in richer studies that would be more beneficial to both students and instructors.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/10371
dc.language	en_US	en_US
dc.subject	Mathematics.	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Calculus Instructors' Resources, Orientations, and Goals in Teaching Low-Achieving Students	en_US
ou.group	College of Arts and Sciences::Department of Mathematics