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Buliding bridges: Connecting collegi...

Roberson, Lee Forrest.

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Buliding bridges: Connecting collegiate athletic and mathematics cultures.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Buliding bridges: Connecting collegiate athletic and mathematics cultures./
Author:	Roberson, Lee Forrest.
Description:	257 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
Contained By:	Dissertation Abstracts International76-01A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3634727
ISBN:	9781321153903

Buliding bridges: Connecting collegiate athletic and mathematics cultures.
Roberson, Lee Forrest.

Buliding bridges: Connecting collegiate athletic and mathematics cultures. - 257 p.

Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2014.

Student-athletes serve as ambassador of their respective universities through both their academic and athletic experiences. These experiences distinguish student-athletes from their non-athlete counterparts, and has given rise to the current distinct student-athlete culture that exists within colleges and universities nationwide. This phenomenological study served as initial exploratory research investigating the nature of the culture of collegiate student-athletes in relationship to the culture of mathematics at a Division I public university in the western United States having an approximate enrollment of 13,000 students. The sample involved 10 student-athletes, four members of the mathematics faculty, four members of the athletic department staff, and two members of the Athletic Planning Committee. Data included semi-structured interviews, observations of four mathematics classes, and observations of the athletic department's Academic Support Services. Data analysis was conducted in two phases, a thematic development of student-athlete and mathematics faculty interview data through constant comparison, followed by analytic induction using athletic department staff interview and observation data. Findings from the analysis suggested student-athletes' engagement and perception of mathematics may be influenced by their mathematics education experience, support systems, authority figures, and career goals. Furthermore, the findings give evidence of disconnect between two members of the mathematics faculty's perception of mathematics and the mathematics they presented through their teaching. This disconnect may also have an effect on student-athletes' perception of mathematics. The discussion includes potential implications of the study in regards to student-athletes' mathematics education, as well as to how mathematics faculty portrays mathematics in their instructional practice.

ISBN: 9781321153903Subjects--Topical Terms:

641129
Mathematics education.

Buliding bridges: Connecting collegiate athletic and mathematics cultures.
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100 1 $a Roberson, Lee Forrest. $3 3183361
245 1 0 $a Buliding bridges: Connecting collegiate athletic and mathematics cultures.
300 $a 257 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-01(E), Section: A.
500 $a Adviser: William L. Blubaugh.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2014.
520 $a Student-athletes serve as ambassador of their respective universities through both their academic and athletic experiences. These experiences distinguish student-athletes from their non-athlete counterparts, and has given rise to the current distinct student-athlete culture that exists within colleges and universities nationwide. This phenomenological study served as initial exploratory research investigating the nature of the culture of collegiate student-athletes in relationship to the culture of mathematics at a Division I public university in the western United States having an approximate enrollment of 13,000 students. The sample involved 10 student-athletes, four members of the mathematics faculty, four members of the athletic department staff, and two members of the Athletic Planning Committee. Data included semi-structured interviews, observations of four mathematics classes, and observations of the athletic department's Academic Support Services. Data analysis was conducted in two phases, a thematic development of student-athlete and mathematics faculty interview data through constant comparison, followed by analytic induction using athletic department staff interview and observation data. Findings from the analysis suggested student-athletes' engagement and perception of mathematics may be influenced by their mathematics education experience, support systems, authority figures, and career goals. Furthermore, the findings give evidence of disconnect between two members of the mathematics faculty's perception of mathematics and the mathematics they presented through their teaching. This disconnect may also have an effect on student-athletes' perception of mathematics. The discussion includes potential implications of the study in regards to student-athletes' mathematics education, as well as to how mathematics faculty portrays mathematics in their instructional practice.
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773 0 $t Dissertation Abstracts International $g 76-01A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3634727