caa a22 4500 445881798 CHVBK 20180317145546.0 cr unu---uuuuu 170323e20111101xx s 000 0 eng 10.1007/s10649-011-9323-4 doi (NATIONALLICENCE)springer-10.1007/s10649-011-9323-4 Case study of a college mathematics instructor: patterns of classroom discourse [Elektronische Daten] [Jenq-Jong Tsay, April Judd, Shandy Hauk, Mark Davis] In the United States, undergraduates—regardless of their field of study—generally must complete a mathematics course to meet breadth-of-study requirements. This report is aimed at providing a research foundation for practical efforts to improve teaching and learning in such college mathematics service courses (e.g., college algebra, liberal arts mathematics, business calculus). The case participant, Professor Kale, was a PhD mathematician with 12years of college teaching experience, 6years as a graduate student and 6years after the doctorate. He and students in both of his classes agreed to the daily video recording of their meetings for an entire semester. Through constant-comparative analysis of videos and extensive interviews with Professor Kale, as well as brief interviews with his students and other members of the department, we derived a description of discursive patterns in Kale's classes. We conclude with possible implications for future work in college mathematics service course research and teaching. Springer Science+Business Media B.V., 2011 Post-secondary teaching nationallicence Discourse nationallicence Pedagogical content knowledge nationallicence Tsay Jenq-Jong University of Texas, Pan American, 1201 West University Drive, 78539, Edinburg, TX, USA aut Judd April Northern Arizona University, Flagstaff, AZ, USA aut Hauk Shandy WestEd, San Francisco, CA, USA aut Davis Mark University of Northern Colorado, Greeley, CO, USA aut Educational Studies in Mathematics Springer Netherlands 78/2(2011-11-01), 205-229 0013-1954 78:2<205 2011 78 10649 https://doi.org/10.1007/s10649-011-9323-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-011-9323-4 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Tsay Jenq-Jong University of Texas, Pan American, 1201 West University Drive, 78539, Edinburg, TX, USA aut NATIONALLICENCE 700 1- Judd April Northern Arizona University, Flagstaff, AZ, USA aut NATIONALLICENCE 700 1- Hauk Shandy WestEd, San Francisco, CA, USA aut NATIONALLICENCE 700 1- Davis Mark University of Northern Colorado, Greeley, CO, USA aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 78/2(2011-11-01), 205-229 0013-1954 78:2<205 2011 78 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer