A Mixed Method Approach to Explore Lecturers’ Pedagogical and Content Knowledge, Students’ Perspectives and Learning Experiences in Mathematics for Social Science Course
Abstract
Research indicates that institutions and teachers’ pedagogical and content knowledge are essential to student learning and achievement. Nevertheless, teachers’ knowledge and practices have been researched primarily in K-12th grades. Therefore, there is a gap in understanding teaching practices in higher education. Moreover, research has forgotten about exploring math classes for non-STEM majors. With this in mind, this research investigates how students perceive math professors' pedagogical and content knowledge and their effect on students’ learning experiences in the context of mathematics for social science classes. To achieve this, this study takes a mixed-methods approach in its use of an observation protocol, a survey, interviews, and the framework of mathematics teacher specialized knowledge (MTSK) by Carillo-Yañez et al. (2018) as a guide to understanding mathematics lecturers/professors' knowledge.
Subject Area
Community college education|Mathematics education|Higher education
Recommended Citation
Solis, Julio Hector, "A Mixed Method Approach to Explore Lecturers’ Pedagogical and Content Knowledge, Students’ Perspectives and Learning Experiences in Mathematics for Social Science Course" (2023). ETD Collection for University of Texas, El Paso. AAI30494138.
https://scholarworks.utep.edu/dissertations/AAI30494138