Teaching Mathematics and Its Applications最新文献

Incorporating entrepreneurial skills into mathematics teaching in school 在学校数学教学中融入创业技能

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Teaching Mathematics and Its Applications Pub Date : 2024-09-10 DOI: 10.1093/teamat/hrae015

Hajar Alimorad, Farhang Daneshfard

{"title":"Incorporating entrepreneurial skills into mathematics teaching in school","authors":"Hajar Alimorad, Farhang Daneshfard","doi":"10.1093/teamat/hrae015","DOIUrl":"https://doi.org/10.1093/teamat/hrae015","url":null,"abstract":"Mathematics, as one of the core subjects in education, can be recognized as a tool for strengthening fundamental entrepreneurial skills. In this study, attempt was made to examine how integrating entrepreneurial skills—creativity, responsibility, courage, initiative, tolerance of ambiguity and collaboration ( Palmer & Johansson, 2018)—into mathematics teaching compares against mathematical teaching alone in terms of the marks of the students and the learner’s and the teacher’s perceptions about the class. The study was conducted in the summer of 2023 with the participation of 50 students in two classes of 25 students in Iran, who were chosen based on convenience sampling. Given the time available, four chapters of the eighth-grade mathematics textbook were taught. In the experimental group, entrepreneurial skills were integrated into class, and in the control group, no such integration happened. After the end of each chapter in both classes, a test was given to the students. In addition, the views of the experimental group and the instructor about the treatment were sought by survey questions. Comparing the mean scores of the two classes in the tests showed no significant difference. However, the survey questions suggested improvements in the six entrepreneurial skills and a better mathematics learning environment in the experimental group.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227081","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}

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Students’ ways of using video lectures in a linear algebra course 学生在线性代数课程中使用视频讲座的方式

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Teaching Mathematics and Its Applications Pub Date : 2024-07-03 DOI: 10.1093/teamat/hrae011

Frank Feudel, Anja Panse

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Exploring the impact of gamification on engagement in a statistics classroom 探索游戏化对统计课堂参与度的影响

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Teaching Mathematics and Its Applications Pub Date : 2024-06-13 DOI: 10.1093/teamat/hrae009

Eilidh Jack, Craig Alexander, Elinor M Jones

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Lecturers don’t know everything: students listening to the thought processes of lecturers on unfamiliar ground 讲师并非无所不知：学生在陌生环境中聆听讲师的思维过程

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Teaching Mathematics and Its Applications Pub Date : 2024-05-29 DOI: 10.1093/teamat/hrae008

Katie Steckles, Claire Ketnor, Ros Porter, Alex Shukie, Alexander S Corner

{"title":"Lecturers don’t know everything: students listening to the thought processes of lecturers on unfamiliar ground","authors":"Katie Steckles, Claire Ketnor, Ros Porter, Alex Shukie, Alexander S Corner","doi":"10.1093/teamat/hrae008","DOIUrl":"https://doi.org/10.1093/teamat/hrae008","url":null,"abstract":"Due to the nature of the teaching environment, students may often develop perceptions of their lecturers’ ability as mathematicians, based on the pre-prepared and well-rehearsed content they present. In reality, performing mathematical calculations and solving problems is a difficult skill, and students may compare their own experiences unfavourably with the ease they see lecturers display. To interrogate this disparity, an exercise was included in an undergraduate maths session during which lecturers attempted unseen problems from A-level maths papers, so the students could see them describing the process of problem-solving—including making mistakes, applying helpful strategies and techniques, correcting their own errors and identifying gaps in their knowledge. As well as describing these positive behaviours for students, the session aimed to develop the students’ understanding that their own experiences of struggling with maths are normal and healthy. The activity formed part of a broader session on making mistakes in maths, which also included some advice and opportunities to find mistakes in mathematical working-out. The students were invited to participate in questionnaires and focus groups to explore their perceptions and attitudes towards their lecturers’ knowledge and capacity to make mistakes, and in this paper we analyse these responses and consider how this relates to teaching, and to students’ personal development.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194804","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

An investigation of business calculus students’ covariational reasoning, procedural knowledge and conceptual knowledge in the context of price elasticity of demand 以需求价格弹性为背景，调查商业微积分学生的协变推理、程序性知识和概念性知识

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Teaching Mathematics and Its Applications Pub Date : 2024-05-09 DOI: 10.1093/teamat/hrae004

Thembinkosi P Mkhatshwa

{"title":"An investigation of business calculus students’ covariational reasoning, procedural knowledge and conceptual knowledge in the context of price elasticity of demand","authors":"Thembinkosi P Mkhatshwa","doi":"10.1093/teamat/hrae004","DOIUrl":"https://doi.org/10.1093/teamat/hrae004","url":null,"abstract":"Motivated by the paucity of research that has examined students’ covariational reasoning in economic contexts, the study reported in this article investigated business calculus students’ covariational reasoning about the economic concept of price elasticity of demand. Furthermore, the study examined students’ procedural knowledge and conceptual knowledge in the context of explaining what it means for demand to be inelastic, elastic or unit elastic, respectively. Additionally, the study examined students’ calculational knowledge of price elasticity of demand. The analysis of 10 students’ responses to three tasks used in the study revealed that most of the students struggled making sense of what it means for demand to be inelastic, elastic or unit elastic, respectively. A majority of the students only engaged at the lowest levels of covariational reasoning when prompted to reason about the relationship between the concept of price elasticity of demand and its relationship to the economic quantities of price, demand and revenue. Furthermore, showing that maximum revenue occurs when price elasticity of demand is equal to one was particularly challenging for all the students. Overall, findings from this study suggest that the study participants demonstrated a weak understanding of the concept of price elasticity of demand. Directions for future research and implications for instruction are included.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942176","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

Engagement and online mathematics enrichment for secondary students 中学生的参与和在线数学强化学习

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Teaching Mathematics and Its Applications Pub Date : 2024-05-06 DOI: 10.1093/teamat/hrae003

Sofya Lyakhova, Andrew Neate

{"title":"Engagement and online mathematics enrichment for secondary students","authors":"Sofya Lyakhova, Andrew Neate","doi":"10.1093/teamat/hrae003","DOIUrl":"https://doi.org/10.1093/teamat/hrae003","url":null,"abstract":"Online may not be the ideal format for a mathematics enrichment event, but in some circumstances, it may be the only option available. This article considers a mathematics enrichment programme consisting of a series of masterclasses which were held live online for secondary students in the UK during the Covid-19 pandemic. The series of masterclasses were part of the Royal Institution of Great Britain’s Mathematics Masterclass Programme which runs annually across the UK. In this study, we investigate how and to what extent students were able to engage with this series of online masterclasses. Learner engagement is researched through in-session observations, student work, attendance data, participant feedback and interviews. While the online masterclass series lost some of its traditional in person features, such as hands-on live social interaction and a university environment, it appeared that the participants perceived the online sessions as interactive enabling them to both enjoy the sessions and enjoy learning mathematics in the sessions. The evidence found suggests that the participating students could engage behaviourally, emotionally and cognitively in online mathematics enrichment. However, constructing mathematical knowledge in online sessions can be difficult for some students and social interaction may need to rely on existing social groups among school friends.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886538","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

Statistics support and anxiety explored 统计支持与焦虑探讨

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Teaching Mathematics and Its Applications Pub Date : 2024-02-07 DOI: 10.1093/teamat/hrad010

Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett

{"title":"Statistics support and anxiety explored","authors":"Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett","doi":"10.1093/teamat/hrad010","DOIUrl":"https://doi.org/10.1093/teamat/hrad010","url":null,"abstract":"Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses quantitative and qualitative results from student questionnaires to evaluate the effectiveness of support in reducing anxiety and increasing confidence immediately after the first statistics support session and in the longer term. Comparisons of and preferences for online or face-to-face sessions and other aspects relating to anxiety were also explored. Key quantitative findings include a significant reduction in statistics anxiety after only one session of statistics support and a long-term increase in confidence with statistics. When asked how support impacts on anxiety or confidence, key themes emerging included feeling comfortable asking questions in statistics support, tailoring to individual needs and confirmation of understanding. The majority of students preferred face-to-face sessions over online particularly those with higher levels of statistics anxiety. Although differences were generally not significant, higher levels of anxiety were observed before online sessions and greater changes in anxiety occurred during face-to-face sessions.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773189","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

Understanding the challenges of the secondary-tertiary transition in mathematics for economics in higher education: a literature review 了解高等教育经济学数学从中学到大学的过渡所面临的挑战：文献综述

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Teaching Mathematics and Its Applications Pub Date : 2024-01-25 DOI: 10.1093/teamat/hrad011

Ida Landgärds-Tarvoll

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Correction to: A three-pronged lesson in differential equations in a calculus course: analytical, numerical and experimental 更正为微积分课程中的微分方程三管齐下：分析、数值和实验

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Teaching Mathematics and Its Applications Pub Date : 2023-12-18 DOI: 10.1093/teamat/hrad009

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Understanding mathematics anxiety: loss aversion and student engagement 理解数学焦虑:损失厌恶和学生参与

Teaching Mathematics and Its Applications Pub Date : 2023-10-26 DOI: 10.1093/teamat/hrad008

C Rashaad Shabab

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