International Journal of Research in Undergraduate Mathematics Education最新文献_第8页

Observing Intellectual Need and its Relationship with Undergraduate Students’ Learning of Calculus 观察智力需求及其与大学生微积分学习的关系

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-09-03 DOI: 10.1007/s40753-022-00192-x

Aaron Weinberg, D. Corey, M. Tallman, S. Jones, Jason Martin

引用次数: 2

“I use IBL in this course” may say more about an instructor’s beliefs than about their teaching “我在这门课程中使用IBL”可能更多地说明了教师的信念，而不是他们的教学

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-08-09 DOI: 10.1007/s40753-022-00186-9

Madhavi Vishnubhotla, A. Chowdhury, Naneh Apkarian, Estrella Johnson, M. Dancy, C. Henderson, Alexandra Claire Lau, J. Raker, M. Stains

引用次数: 0

Correction to: From the Front Lines of Active Learning: Lessons Learned from those who are Trying 更正:从主动学习的前线:从那些正在尝试的人那里学到的教训

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-07-19 DOI: 10.1007/s40753-022-00185-w

Alison S. Marzocchi, Roberto C. Soto

引用次数: 0

Razonamiento probabilístico de estudiantes de bachillerato al interpretar datos de la COVID-19 高中生解读COVID-19数据的概率推理

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-24 DOI: 10.17583/redimat.9741

R. Álvarez-Arroyo, José Fernando Lavela Jiménez, Carmen Batanero Bernabeu

引用次数: 0

Argumentación matemática basada en refutaciones 基于反驳的数学论证

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-24 DOI: 10.17583/redimat.4015

J. Cervantes-Barraza, Maria Guadalupe Cabañas Sánchez

引用次数: 2

The Evolution of Students’ Learning from Calculus to Analysis: How Students Solve Analysis Tasks that look like Calculus Tasks 学生从微积分学习到分析的演变:学生如何解决看起来像微积分的分析任务

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-24 DOI: 10.1007/s40753-022-00171-2

Laura Broley, Nadia Hardy

引用次数: 2

How Must a Polygon Be According to Hard of Hearing Students? An Investigation with a Semiotic Approach 如何根据听力困难的学生多边形?符号学方法的研究

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-24 DOI: 10.17583/redimat.6097

Nejla Gürefe

{"title":"How Must a Polygon Be According to Hard of Hearing Students? An Investigation with a Semiotic Approach","authors":"Nejla Gürefe","doi":"10.17583/redimat.6097","DOIUrl":"https://doi.org/10.17583/redimat.6097","url":null,"abstract":"This study explores how hard of hearing students decided whether the shape was a polygon and which semiotic sources were used when the students engaged in explaining geometrical concepts. It was defined how the students interacted with geometric shapes using semiotic sources and examined how such multimodal interactions with geometric figures displayed their reasoning. The study was a case study and carried out three hard of hearing students. The data was collected through interviews and analyzed with content analysis. It was detected that the students paid attention to edge, angle, and vertex of the shapes in the process of identifying polygon. It was seen that the students used gesture, speech, sign language, inscriptions which are semiotic sources and personal or mathematical definitions to express polygon concept. However, it has been determined that students have some misconceptions in the process of explaining concepts. It is suggested that the words used in the concept definition should be selected carefully by the teachers to teach the concepts correctly and the teachers use hand signs for concepts in their lesson.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79114246","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: 2

Worked Example Mid-Semester Intervention in College Algebra 大学代数期中干预的范例

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-24 DOI: 10.17583/redimat.9645

David Miller, Matthew Schraeder

{"title":"Worked Example Mid-Semester Intervention in College Algebra","authors":"David Miller, Matthew Schraeder","doi":"10.17583/redimat.9645","DOIUrl":"https://doi.org/10.17583/redimat.9645","url":null,"abstract":"The enrollment in lower-level mathematics courses has been on the increase in the last decade. It has been estimated that the DFW rate may rise to the level of 50% in courses that can be classified as college algebra. Numerous interventions have been utilized for college algebra and other mathematics classes to help students, including supplemental instruction, peer-led team learning, group learning, flipped classrooms, and integrating technology. In this study, we offered a half-semester course that implemented worked example worksheets, which were used in a previous full-semester intervention, to help students with the college algebra material. Results showed that the thirty students who participated in the worked example pass/fail mid-semester class significantly outperformed the college algebra students who did not participate in the intervention on total points in the course, quizzes, and tests 3 and 4. In addition, participants earned a significantly higher course GPA, attended significantly more regular class lectures, and earned a higher final exam score. Finally, we analysed the qualitative data to develop five themes about the worked examples and intervention. We conclude that the mid-semester intervention is a good just-in-time mechanism to implement after the semester has started to help students succeed in the class.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83214734","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

Are 9th Grade Students Ready to Engage in the Theoretical Discursive Process in Geometry? 九年级学生准备好参与几何的理论论述过程了吗?

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-23 DOI: 10.17583/redimat.3667

Yavuz Karpuz, Bülent Güven

{"title":"Are 9th Grade Students Ready to Engage in the Theoretical Discursive Process in Geometry?","authors":"Yavuz Karpuz, Bülent Güven","doi":"10.17583/redimat.3667","DOIUrl":"https://doi.org/10.17583/redimat.3667","url":null,"abstract":"This study was conducted to examine whether newly enrolled 9th grade students were ready to directly engage in the theoretical discursive process from the perspective of Duval’s Cognitive Model. The sample of the study was comprised of 51 newly-enrolled 9thgrade students between the ages of 14 and 15, who had not received any prior geometry instruction. These 51 students were posed two open-ended questions that would enable them to make a transition between perceptual and discursive apprehension. The qualitative data obtained from the open-ended questions were classified into three categories, and clinical interviews were held with three students from each category. According to the findings obtained from the study, many of the students could not display the necessary behaviors for theoretical discursive process. Students were mostly unsuccessful in converting discursive information into perceptual information, in writing discursive information based on perceptual information, and making inferences based on discursive information. These findings indicate that recent graduates of secondary school are not ready enough to directly engage in theoretical discursive process and, thus, they could experience difficulties in such high order skills as providing proof requiring the theoretical discursive process. ","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78926541","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

Medidas no convencionales en libros de texto mexicanos. Un análisis desde la Etnomatemática y el Enfoque ontosemiótico 墨西哥教科书中的非常规措施。民族数学与本体符号学方法的分析

IF 1.5

International Journal of Research in Undergraduate Mathematics Education Pub Date : 2022-06-23 DOI: 10.17583/redimat.8646

Lizzet Morales-García, C. A. Rodríguez-Nieto

{"title":"Medidas no convencionales en libros de texto mexicanos. Un análisis desde la Etnomatemática y el Enfoque ontosemiótico","authors":"Lizzet Morales-García, C. A. Rodríguez-Nieto","doi":"10.17583/redimat.8646","DOIUrl":"https://doi.org/10.17583/redimat.8646","url":null,"abstract":"El propósito de esta investigación fue el tratamiento de las unidades de medida no convencional promovidas en libros de texto de Matemáticas de la Educación Primaria en México. Se consideraron nociones teóricas y metodológicas del Programa Etnomatemática y el Enfoque Ontosemiótico (EOS). Como resultado se evidencia que, en los libros de texto se promueve el uso de unidades de medida de longitud (paso, codo, cuarta, dedo, vara, palmo, hilo o cordón y tira de papel); de capacidad (vaso y el molde de gelatina); de peso (sopeso, y balanza) y de tiempo (palmadas y reloj de arena).Donde las configuraciones epistémicas de objetos primarios permitieron caracterizar estas unidades de medida en términos de situaciones-problema, lenguaje, concepto-definición, procedimientos, proposiciones y argumentos. Se concluye que, las unidades de medida presentado en este estudio son el son el no convencional que ofrecen los materiales curriculares, para que los estudiantes y profesores, realicen procesos de medición, equivalencias y conversiones, así como resolver problemas extramatemáticos para contribuir al desarrollo de las competencias en torno al tema de la medida. Además, permite que el profesor reconozca la diversidad de unidades de medidas y las vincule con el contexto escolar de sus estudiantes.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89854358","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: 1