Doing the Scholarship of Teaching and Learning in Mathematics

doi:10.5948/9781614443186

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Bennett, Curtis D. 2016. Mathematics Education. Vol. 7, Issue. , p. 43.

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Fraser, Kym Ryan, Yoni Bolt, Susan Copeman, Peter Cottman, Caroline Fisher, Marie B. Fleming, Julie and Luzeckyj, Ann 2019. Contemporary induction to teaching in Australian universities. International Journal for Academic Development, Vol. 24, Issue. 3, p. 286.

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Carney, Debra Sanders, Megan Spiegel, Samuel Swanson, Rebecca and Vasquez, Ariana 2021. Calculus II Course Redesign: Supporting Faculty in Pedagogical Change. PRIMUS, Vol. 31, Issue. 3-5, p. 643.

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van Dijk, Esther E. Geertsema, Johan van der Schaaf, Marieke F. van Tartwijk, Jan and Kluijtmans, Manon 2023. Connecting academics’ disciplinary knowledge to their professional development as university teachers: a conceptual analysis of teacher expertise and teacher knowledge. Higher Education, Vol. 86, Issue. 4, p. 969.

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Vasilevska, Violeta and Hamilton, Carolyn 2024. Mentoring Female Undergraduates in Research-Centered Outreach. PRIMUS, Vol. 34, Issue. 5, p. 521.

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Edited by Jacqueline M. Dewar, Loyola Marymount University, Curtis D. Bennett, Loyola Marymount University

Publisher:: Mathematical Association of America
Online publication date:: December 2015
Print publication year:: 2014
Online ISBN:: 9781614443186
DOI:: https://doi.org/10.5948/9781614443186

Subjects:: Mathematics, Mathematical Modeling and Methods
Series:: MAA Notes

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The Scholarship of Teaching and Learning (SoTL) movement encourages faculty to view teaching 'problems' as invitations to conduct scholarly investigations. In this growing field of inquiry faculty bring their disciplinary knowledge and teaching experience to bear on questions of teaching and learning. They systematically gather evidence to develop and support their conclusions. The results are to be peer reviewed and made public for others to build on. This Notes volume is written expressly for collegiate mathematics faculty who want to know more about conducting scholarly investigations into their teaching and their students' learning. Envisioned and edited by two mathematics faculty, the volume serves as a how-to guide for doing SoTL in mathematics.

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20 - Synthesis of the Value and Benefits of SoTL Experienced by the Contributors
pp 203-206
- By Curtis D. Bennett, Loyola Marymount University, Jacqueline M. Dewar, Loyola Marymount University
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Doing the Scholarship of Teaching and Learning in Mathematics

This Book has been cited by the following publications. This list is generated based on data provided by Crossref.

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Contents

Epilogue
pp 201-202

20 - Synthesis of the Value and Benefits of SoTL Experienced by the Contributors
pp 203-206

Index
pp 207-210

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Doing the Scholarship of Teaching and Learning in Mathematics

Book description

Refine List

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Contents

Epilogue pp 201-202

20 - Synthesis of the Value and Benefits of SoTL Experienced by the Contributors pp 203-206

Index pp 207-210

Metrics

Full text views

Book summary page views

Epilogue
pp 201-202

20 - Synthesis of the Value and Benefits of SoTL Experienced by the Contributors
pp 203-206

Index
pp 207-210