Publication Date

3-2017

Date of Final Oral Examination (Defense)

10-14-2016

Type of Culminating Activity

Thesis

Degree Title

Master of Science in Mathematics Education

Department

Mathematics

Major Advisor

Sasha Wang, Ph.D.

Advisor

Margaret Kinzel, Ph.D.

Advisor

Joe Champion, Ph.D.

Abstract

This case study investigates three college instructors’ instructional approaches and their mathematical discourses in the context of calculus (e.g., concepts of limit and derivatives). The analyses focus on ways in which instructors communicate limit and derivative concepts that are observed in the classrooms, using Sfard’s discursive framework (a communicational approach). In particular, instructors’ use of mathematical words while introducing derivative and limit concepts are analyzed, as well as instructors’ ways of using visual mediators such as symbols, numbers, expressions, and graphs are investigated. The findings of the study indicate instructors’ different instructional approaches and differences in their mathematics discourses while teaching concepts of limit and derivatives.

Share

COinS