Teaching Mathematics and Its Applications最新文献_第2页

Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers 工程中的线性代数:智利和巴西教师专业知识的研究

Teaching Mathematics and Its Applications Pub Date : 2023-10-04 DOI: 10.1093/teamat/hrad007

Barbara Lutaif Bianchini, Eloiza Gomes, Marcela Parraguez González, de Gabriel Loureiro Lima

{"title":"Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers","authors":"Barbara Lutaif Bianchini, Eloiza Gomes, Marcela Parraguez González, de Gabriel Loureiro Lima","doi":"10.1093/teamat/hrad007","DOIUrl":"https://doi.org/10.1093/teamat/hrad007","url":null,"abstract":"Abstract The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645669","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

Identifying emergent themes of students’ transition to university mathematics: a qualitative inquiry with a focus on affective factors 确定学生向大学数学过渡的紧急主题:一项关注情感因素的定性调查

Teaching Mathematics and Its Applications Pub Date : 2023-09-01 DOI: 10.1093/teamat/hrad006

Seyda Uysal, Kathleen Michelle Clark

{"title":"Identifying emergent themes of students’ transition to university mathematics: a qualitative inquiry with a focus on affective factors","authors":"Seyda Uysal, Kathleen Michelle Clark","doi":"10.1093/teamat/hrad006","DOIUrl":"https://doi.org/10.1093/teamat/hrad006","url":null,"abstract":"Abstract We present the findings from our inquiry conducted between spring 2019 and spring 2020. It focused on women and students from underrepresented or marginalized populations as they navigated moments in their transition from school to university mathematics, or the secondary-tertiary transition (STT) in mathematics. We draw on Di Martino & Zan’s (2010) three-dimensional model of attitude (TMA), in which they reify the role of various affective factors of the STT. We used this model to capture the three affective dimensions of the STT: students’ vision of mathematics, their perceived competence in mathematics and their emotional disposition toward mathematics. Our qualitative data included participant interviews, surveys, seminar reflection diaries, seminar recordings and other student artifacts gathered from seminar sessions. In our research, we found differences and commonalities with regard to these three dimensions of the TMA between students who pursued a pure mathematics (PM) degree and those who pursued a combined degree in PM and secondary mathematics teaching (SMT) in the USA. We discuss future directions that can aid women and other historically marginalized students in navigating during STT.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135098803","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

Mathematical modeling: a study of multidisciplinary benefits in the math classroom 数学建模:数学课堂的多学科效益研究

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-12-26 DOI: 10.1093/teamat/hrac021

Richard Luczak, Rob Erwin

引用次数: 0

Investigating secondary pre-service teachers as teachers and learners of mathematical modeling 中学职前教师作为数学建模教师和学习者的调查

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-01-01 DOI: 10.1093/teamat/hrab031

Megan H Wickstrom;Elizabeth G Arnold

{"title":"Investigating secondary pre-service teachers as teachers and learners of mathematical modeling","authors":"Megan H Wickstrom;Elizabeth G Arnold","doi":"10.1093/teamat/hrab031","DOIUrl":"https://doi.org/10.1093/teamat/hrab031","url":null,"abstract":"There is a growing attention around the preparation of pre-service teachers (PSTs) as both learners and teachers of mathematical modeling. Current literature focuses on preparing PSTs as learners of modeling, and we extend current work by examining how PSTs integrate their understanding of modeling into the work of teaching. This study follows two groups of PSTs, concurrently enrolled in a modeling course and a secondary methods of teaching course, as they completed a joint unit of instruction in which they designed, refined and enacted a modeling lesson in a secondary classroom. We explore how PSTs build understanding across learning opportunities with respect to four modeling competencies: theoretical, task related, teaching and diagnostic. Our findings indicate that PSTs were able to grow across all four competencies. Theoretical competencies developed from time spent working with modeling tasks as learners and working collaboratively with instructors and peers. Task related and teaching competencies took time to develop as PSTs often wrestled with their conceptions of modeling as learners with existing conceptions of teaching and task design. Diagnostic competencies developed from structured time to reflect on lesson enactment and changes that could be made to best support student learning. Overall, we found that PSTs benefit from engaging in modeling tasks as learners and in enacting components of teaching modeling lessons.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50297129","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

Performance assessment for mathematics tutoring centres 数学辅导中心的表现评估

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-01-01 DOI: 10.1093/teamat/hrab032

Carolyn Johns;Cameron Byerley;Deborah Moore-Russo;Brian Rickard;Janet Oien;Linda Burks;Carolyn James;Melissa Mills;William Heasom;Melissa Ferreira;Behailu Mammo

{"title":"Performance assessment for mathematics tutoring centres","authors":"Carolyn Johns;Cameron Byerley;Deborah Moore-Russo;Brian Rickard;Janet Oien;Linda Burks;Carolyn James;Melissa Mills;William Heasom;Melissa Ferreira;Behailu Mammo","doi":"10.1093/teamat/hrab032","DOIUrl":"https://doi.org/10.1093/teamat/hrab032","url":null,"abstract":"Evaluation has become a common, and even an expected, practice across undergraduate mathematics tutoring centres in the USA, UK and other countries. However, these evaluation efforts could benefit greatly from leveraging organizational theory research. In this study, we situate mathematics tutoring centres as non-profit organizations (NPOs) to consider how an organization performance assessment framework can be adapted to study mathematics tutoring centre data and characteristics. We use qualitative and quantitative data, collected from six mathematics tutoring centres and adapt Lee & Nowell's (2015, Am. J. Eval., 36, 299–319) NPO performance framework to situate our study. Using thematic analysis, the research team underwent iterative cycles of data collection and analysis to code for alignment with Lee and Nowell's framework. By adapting Lee and Nowell's framework to mathematics centres, each of the six centres was given a more relevant lens to consider its performance. Regardless of the university setting, previous evaluations for centres have focused primarily on outputs (e.g., number of visits), behavioural change outcomes (e.g., correlating visits to grades) and client satisfaction outcomes (e.g., student surveys) that ignore the particular context of a centre. However, Lee and Nowell's framework takes into account additional performance indicators that provide a more nuanced understanding of a centre's performance by bringing to light the interplay among its various dimensions. Lee and Nowell's framework allows centres to look beyond outputs and outcomes to understand why these outputs and outcomes come to be. The use of this adapted performance framework, for the six mathematics centres in this study, allows an interpretation on a variety of dimensions using relevant data while indicating possible areas for change for each centre.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50296569","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

A taxonomy of high school students’ levels of understanding in solving algebraic problems 高中生解决代数问题的理解水平分类

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-01-01 DOI: 10.1093/teamat/hrac004

Gunawardena Egodawatte

引用次数: 0

Construction of the final results of infinite iterative processes in individuals’ mind in a geometrical context 几何背景下个体心理无限迭代过程最终结果的构建

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-01-01 DOI: 10.1093/teamat/hrac001

Ali Barahmand

引用次数: 0

Breaches of the didactic contract as a driving force behind learning and non-learning: a story of flaws and wants 违反教学契约是学习和不学习背后的驱动力：一个缺陷和匮乏的故事

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2022-01-01 DOI: 10.1093/teamat/hrac003

Heidi Strømskag;Yves Chevallard

{"title":"Breaches of the didactic contract as a driving force behind learning and non-learning: a story of flaws and wants","authors":"Heidi Strømskag;Yves Chevallard","doi":"10.1093/teamat/hrac003","DOIUrl":"https://doi.org/10.1093/teamat/hrac003","url":null,"abstract":"In agreement with the main tenets of the anthropological theory of the didactic (ATD), this study uncovers dependencies between what students can learn, the established curriculum and the current state of mathematicians’ mathematics (‘scholarly mathematics’). One main result is that the mathematics taught, too often taken for granted by curriculum developers and teachers, is in fact problematic not only to students but also to teachers and curriculum developers and is sometimes a challenge even to current scholarly mathematics. The mathematics taught during a given historical period within a given institution contains flaws that, when they cease to go unnoticed, generate crises, in the form of breaches of the prevailing didactic contract. The resolution of these crises allows the institution and its actors—in particular students and teachers—to learn new contents and often also leads to the more or less damaging unlearning of old contents. This key phenomenon is illustrated, at the triple level of the classroom, the curriculum and scholarly mathematics, with regard to elementary algebra and mathematical analysis, most importantly in the case of maxima and minima problems.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/iel7/8016818/10068361/10068365.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50407260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Levelling the playing field in assessment: an analysis of attainment gaps for widening participation, black and minority ethnic mathematics undergraduates before and after the COVID-19 lockdown 在评估中创造公平的竞争环境:对COVID-19封锁前后扩大参与，黑人和少数民族数学本科生的成就差距的分析

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab024

L M Shaw;M R Tranter

引用次数: 2

‘Everyone seems to be agreeing at the minute that face-to-face is the way forward’: practitioners’ perspectives on post-pandemic mathematics and statistics support “现在每个人似乎都同意面对面是前进的道路”：从业者对疫情后数学和统计支持的看法

IF 0.8

Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab019

Holly Gilbert;Mark Hodds;Duncan Lawson

{"title":"‘Everyone seems to be agreeing at the minute that face-to-face is the way forward’: practitioners’ perspectives on post-pandemic mathematics and statistics support","authors":"Holly Gilbert;Mark Hodds;Duncan Lawson","doi":"10.1093/teamat/hrab019","DOIUrl":"https://doi.org/10.1093/teamat/hrab019","url":null,"abstract":"Mathematics and statistics support (MSS) is now firmly embedded in the learning and teaching infra-structure of most UK universities and in many universities worldwide. In common with other higher education activities, in response to restrictions put in place to reduce the spread of Covid-19, MSS transitioned rapidly to online delivery in spring 2020. This paper reports on thinking within the practitioner community about good practice in the delivery of online MSS. A two-phase approach was used to collect this shared wisdom: an initial questionnaire in May 2020 (just after provision had moved online) and interviews with practitioners in January/February 2021 after colleagues had some experience in online provision and had had the opportunity to reflect on and modify the measures hastily put in place in spring 2020. The focus of the study is not only on what is currently being provided but also on what MSS will look like once all pandemic related restrictions have been ended. The overall feeling of the participants is that face-to-face MSS will return as the dominant form of delivery but that the benefits of online provision are such that a significant minority of provision will remain in this form.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50303431","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: 8