Educational Studies in Mathematics
Description:Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematical education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them. It deals with didactical, methodological and pedagogical subjects, rather than with specific programmes for teaching mathematics.
Coverage: 1968-2014 (Vol. 1, No. 1/2 - Vol. 87, No. 3)
The "moving wall" represents the time period between the last issue available in JSTOR and the most recently published issue of a journal. Moving walls are generally represented in years. In rare instances, a publisher has elected to have a "zero" moving wall, so their current issues are available in JSTOR shortly after publication.
Note: In calculating the moving wall, the current year is not counted.
For example, if the current year is 2008 and a journal has a 5 year moving wall, articles from the year 2002 are available.
- Terms Related to the Moving Wall
- Fixed walls: Journals with no new volumes being added to the archive.
- Absorbed: Journals that are combined with another title.
- Complete: Journals that are no longer published or that have been combined with another title.
Subjects: Mathematics, Science & Mathematics, Education, Social Sciences
Collections: Arts & Sciences IV Collection, JSTOR Essential Collection, Mathematics & Statistics Collection
This research study explored the affective domain of teacher-student relationships using a single case study design. This single case study produced a synthesis of information that guides a classroom teacher in the development and maintenance of her relationships with her students. The resulting analysis and interpretation provided a description of major themes that developed regarding strong teacher student relationships, as well as, specific components to the interactions considered essential for the student’s learning environment.
The outcome of this study is an account of experiences and procedures that guide the development and maintenance of relationships between a teacher and her students. Based on the findings, four primary categories emerged with supporting elements that were critical components of each category. These four primary categories represent an interpersonal framework for the learning environment.
The qualitative method in this study is derived from a constructivist viewpoint with a focus on deeply understanding this specific case of teacher-student relationships. My goal in conducting this study was to provide more specific examples of and empirical findings for how
teacher-student relationships are created. Identifying specific factors associated with teacher-student interactions could provide valuable information to an educational learning community. Implications for how these findings can impact the learning environment are discussed.
Gablinkske, Patricia Brady, "A Case Study of Student and Teacher Relationships and the Effect on Student Learning" (2014). Master's Theses, Dissertations, Graduate Research and Major Papers Overview. 106.