PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
Doing Mathematics: Perspectives from Mathematicians and Mathematics Educators
Page: 2-354
Learner-centered teaching strategies such as inquiry-based learning ask students to ac- tively engage in the material they are learning, to do mathematics in order to learn mathematics. A teacher’s interpretation of the meaning of “doing mathematics” is related to his or her beliefs about mathematics and about mathematics teaching. In this exploratory study, we report the results of interviews with sixteen university level mathematics and mathematics education faculty regarding their perspectives on the meaning of doing mathematics within the context of a calculus course, a proof-oriented course, and their own mathematical experiences.