PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Beliefs about learning attributed to recognized instructors of collegiate mathematics
Page: 929
Six collegiate mathematics instructors, who had all previously won teaching awards, were interviewed about their beliefs on learning. Differences between the beliefs of PhD and non-PhD mathematicians were evident, perhaps connected to the student population with which each worked. Furthermore, the four PhD mathematicians all held very different beliefs about learning and modelled their teaching accordingly. Additionally, each of the four had created at least one teaching analogy for himself (climbing instructor/spark, showman/coach, Sherpa, facilitator) that spoke to the role he saw himself in within the classroom.