Abstract
ABSTRACT This study, the first of a three-stage investigation of instruction in the college calculus classroom, describes the behavior of five professors and their students. The dominant mode of instruction was lecture. Four different types of lecture were observed as well as other instructional moves such as questioning, feedback, motivation, and monitoring. The paper reports on the relative emphasis given to these instructional approaches and to instructional activities such as reviewing old concepts, developing new ones, reinforcing new concepts, and activities of a non-mathematical nature. * Based on a presentation given at the Conference on the Teaching of Calculus held at Harvard University on 12–13 June 1992.
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