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Investigating students’ perception of the importance of calculus: a cross-discipline comparison to inform module development 调查学生对微积分重要性的认识:跨学科比较为模块开发提供信息
MSOR connections Pub Date : 2024-01-03 DOI: 10.21100/msor.v22i1.1457
Joseph D. Bailey, J. Claridge, Alexander Partner
{"title":"Investigating students’ perception of the importance of calculus: a cross-discipline comparison to inform module development","authors":"Joseph D. Bailey, J. Claridge, Alexander Partner","doi":"10.21100/msor.v22i1.1457","DOIUrl":"https://doi.org/10.21100/msor.v22i1.1457","url":null,"abstract":"This study compares perceptions of calculus across disciplines in university education.  As highlighted by Rasmussen et al. (2014) further work is needed to understand the “relationship between calculus and the client disciplines of engineering, physics, biology, and chemistry”, with calculus courses often designed from the perspective of Mathematicians.  Here, we aim to give insight of when it is appropriate to group such disciplines together for taught calculus modules in Higher Education (HE).This short study assesses how students perceive the importance of calculus across disciplines including Mathematics, Electronic Engineering, Economics and Business.Specifically, we consider the following:  1)         Are there differences in how students from different disciplines perceive the importance of studying calculus? 2)         Do students view the field of calculus as: something to be learned to pass their course; something to be fully understood; or a tool for future study/career? Whilst this small study cannot answer these important, open questions, overall it does reveal that students in Mathematics and Economics have similar perceptions about calculus, whereas, Business students viewed calculus significantly differently to the other disciplines.  Therefore, these results give some initial indications of appropriate groupings for cross teaching calculus, and importantly give an area of focus for which further research should develop, regarding how these grouping would affect attainment, pass rates and other phenomena noted in HE calculus modules","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"21 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mathematics Learning Support – Linking Practice to Research in the New Normal - A report of the IMLSN Workshop 2022 数学学习支持——在新常态下将实践与研究联系起来——IMLSN研讨会2022报告
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1364
C. O'Sullivan, Kirsten Pfeiffer
{"title":"Mathematics Learning Support – Linking Practice to Research in the New Normal - A report of the IMLSN Workshop 2022","authors":"C. O'Sullivan, Kirsten Pfeiffer","doi":"10.21100/msor.v21i3.1364","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1364","url":null,"abstract":"In this article we report on the Annual Workshop 2022 of the Irish Mathematics Learning Support Network (IMLSN). The workshop theme was ‘Mathematics Learning Support – Linking Practice to Research in the New Normal’. We briefly outline the factors that motivated the theme and the format of this workshop. We also discuss the presentations and some of the issues that were raised in discussion groups during this very successful event.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81647668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Trial of the Assistive Technology EquatIO in an Irish University 爱尔兰一所大学辅助技术方程式的试行
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1419
C. Mac an Bhaird, Rachel O'Neill, Ruchi Palan
{"title":"A Trial of the Assistive Technology EquatIO in an Irish University","authors":"C. Mac an Bhaird, Rachel O'Neill, Ruchi Palan","doi":"10.21100/msor.v21i3.1419","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1419","url":null,"abstract":"In this case study, we report on the trial of the assistive technology EquatIO with students studying mathematics and statistics at Maynooth University (MU) during the 2021-22 academic year. This software, provided by the MAP (Maynooth Access Programme) Office, was made available to support students who presented to MAP with a difficulty writing mathematics. In this paper, we give a brief outline of EquatIO and the trial. We then describe the feedback received from students who engaged with the software. Finally, we close with conclusions on our experience of providing the software for students, including observations from the tutor who assisted students as part of the trial, and end with our recommendations for possible future supports.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82931842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Maths lecturers in denial about their own maths practice? A case of teaching matrix operations to undergraduate students 数学讲师否认自己的数学实践?矩阵运算在大学生教学中的应用
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1353
A. Partner, A. Vernitski
{"title":"Maths lecturers in denial about their own maths practice? A case of teaching matrix operations to undergraduate students","authors":"A. Partner, A. Vernitski","doi":"10.21100/msor.v21i3.1353","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1353","url":null,"abstract":"This case study provides evidence of an apparent disparity in the way that certain mathematics topics are taught compared to the way that they are used in professional practice. In particular, we focus on the topic of matrices by comparing sources from published research articles against typical undergraduate textbooks and lecture notes. Our results show that the most important operation when using matrices in research is that of matrix multiplication, with 33 of the 40 publications which we surveyed utilising this as the most prominent operation and the remainder of the publications instead opting not to use matrix multiplication at all rather than offering weighting to alternative operations. This is in contrast to the way in which matrices are taught, with very few of these teaching sources highlighting that matrix multiplication is the most important operation for mathematicians. We discuss the implications of this discrepancy and offer an insight as to why it can be beneficial to consider the professional uses of such topics when teaching mathematics to undergraduate students.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"77 2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90963591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing the Success of College Algebra Students by Incorporating Adaptive Technologies 结合自适应技术提高大学代数学生的成功
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1426
Alina Stefanov, Barry J. Griffiths
{"title":"Enhancing the Success of College Algebra Students by Incorporating Adaptive Technologies","authors":"Alina Stefanov, Barry J. Griffiths","doi":"10.21100/msor.v21i3.1426","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1426","url":null,"abstract":"College students in the United States often enrol in introductory mathematics courses to acquire skills and knowledge that will enable them to solve related problems in their careers and daily activities. However, previous studies have shown limited levels of improvement that perpetuate a lack of proficiency. As a result, the gap in performance between top students and those at the bottom continues to increase. Using modern technology has been suggested as part of the solution to help students resolve their difficulties in mathematics and achieve better learning outcomes. This study assesses the longitudinal effect of redesigning College Algebra classes at a large public university, switching from a modified emporium model to a lab-based adaptive model. The results show that after redesigning the course, the pass rate increased from 68% to consistently being over 80%, while the withdrawal rate fell from 8% to 3%.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"87 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84255904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Improving engagement in large undergraduate statistics tutorial classes 提高大学生统计学辅导课的参与度
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1429
Alena Haddley
{"title":"Improving engagement in large undergraduate statistics tutorial classes","authors":"Alena Haddley","doi":"10.21100/msor.v21i3.1429","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1429","url":null,"abstract":"We investigate whether introducing the mobile polling system Poll Everywhere had a positive impact on student engagement in large tutorial classes of a second year undergraduate statistics module. In particular, a short quiz facilitated by Poll Everywhere was introduced at the beginning of the tutorial in order to promote active participation. Students’ perceptions of the Poll Everywhere quiz on their tutorial engagement and learning are also explored. We conclude that the Poll Everywhere quiz seemed to have improved student engagement in tutorials and that students believed that it made tutorials engaging and was useful for their learning.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"1 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89790171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Front matter 前页
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1453
Peter Rowlett
{"title":"Front matter","authors":"Peter Rowlett","doi":"10.21100/msor.v21i3.1453","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1453","url":null,"abstract":"Front matter","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135158651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Supporting Students at the Transition to University with a Self-Paced, Online Mathematics Induction Course 支持学生在过渡到大学自主进度,在线数学归纳课程
MSOR connections Pub Date : 2023-06-09 DOI: 10.21100/msor.v21i3.1355
Abigail Parkes, Liam Naughton, N. Karodia, Jordan Brennan, Emily Rodden
{"title":"Supporting Students at the Transition to University with a Self-Paced, Online Mathematics Induction Course","authors":"Abigail Parkes, Liam Naughton, N. Karodia, Jordan Brennan, Emily Rodden","doi":"10.21100/msor.v21i3.1355","DOIUrl":"https://doi.org/10.21100/msor.v21i3.1355","url":null,"abstract":"In this article we report on the design, development, and delivery of an online, self-paced, Mathematics Induction Course given to all incoming students in the Faculty of Science Engineering at the University of Wolverhampton. We outline the background to the project, and we report on some preliminary findings which will be used to inform the future delivery of this course.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78545456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Authentic By Design: developing mathematicians for the talent economy 设计真实:为人才经济培养数学家
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1400
Brendan Masterson, Matthew Jones, A. Megeney, Nick Sharples, S. Lawrence
{"title":"Authentic By Design: developing mathematicians for the talent economy","authors":"Brendan Masterson, Matthew Jones, A. Megeney, Nick Sharples, S. Lawrence","doi":"10.21100/msor.v21i2.1400","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1400","url":null,"abstract":"The graduate skills expected of mathematics students from employers has changed dramatically over the past decade. Increasingly maths graduates are expected to have communication, creative, programming and teamwork skills in addition to the problem solving and critical thinking skills traditionally sought by employers from mathematics graduates. In this paper we will outline how the Middlesex University undergraduate mathematics programme was designed to enhance students’ communication, creativity and programming skills while maintaining the mathematical rigour that unpins all maths programmes.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85859994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Common Pitfalls in Quantitative Research – A Game of Family fortunes 定量研究中的常见陷阱——家庭财富的游戏
MSOR connections Pub Date : 2023-03-30 DOI: 10.21100/msor.v21i2.1407
Alison Loddick, Sheryl Mansfield
{"title":"Common Pitfalls in Quantitative Research – A Game of Family fortunes","authors":"Alison Loddick, Sheryl Mansfield","doi":"10.21100/msor.v21i2.1407","DOIUrl":"https://doi.org/10.21100/msor.v21i2.1407","url":null,"abstract":"Common pitfalls in quantitative research were examined with two audiences using a GBL approach to support the engagement and interaction of participants. The researcher asked the UK mathematics and statistic community to determine the game's answers. This approach ignited an enthusiasm to discover the benefits, which was later delivered at the CETL/MSOR annual conference. The paper explores the design and delivery of the Game-based learning (GBL) session and evaluates how this action research can benefit teaching qualitative concepts in the future.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"88 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79731738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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