Teaching Mathematics and Its Applications最新文献_第3页

University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics 大学生数学全数字化学习：通过学生群体的资源使用识别学生群体，并通过个人和情感特征进行表征

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab020

Leander Kempen;Michael Liebendörfer

{"title":"University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics","authors":"Leander Kempen;Michael Liebendörfer","doi":"10.1093/teamat/hrab020","DOIUrl":"https://doi.org/10.1093/teamat/hrab020","url":null,"abstract":"We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.","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":"50302573","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: 3

Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic 灵活的学习者还是冒名顶替者？新冠肺炎大流行期间英国学习A级数学

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab025

Jennie Golding

{"title":"Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic","authors":"Jennie Golding","doi":"10.1093/teamat/hrab025","DOIUrl":"https://doi.org/10.1093/teamat/hrab025","url":null,"abstract":"We evidence English teacher and student perspectives on the learning of pre-university mathematics ‘A Level’ courses through the pandemic period to July 2021. Data are drawn from a 2017–21 classroom-close study of enactment of such courses in 13 fairly representative centres, using an institutional ethnographic approach. The pandemic picture was generally one of the significant and sustained negative impacts, though over the course of the study, respondents reported progress in addressing early limitations in the harnessing of digital platforms for learning. A small number of participating students reported home-based study beneficial for their mathematics learning, and a bigger group identified some wider benefits that partly offset the challenges. Most participating 16–18-year-old students, though, reported finding remote learning of mathematics both demanding and limiting. Pandemic constraints impacted most strongly on opportunities to engage with newer emphases within A Level courses: problem solving, reasoning, modelling, statistics and mechanics. Receiving academics reported that mathematical preparedness, and confidence, for mathematics-intense university courses has also been widely affected, with a bigger range of preparedness and confidence than usual. The study draws attention to the importance of studying subject-specific impact and drawing on student as well as teacher perceptions. It exposes a range of consequences of the cancellation of examinations and a need to develop and share effective pedagogies for working remotely with pre-university students.","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":"https://ieeexplore.ieee.org/iel7/8016818/9690919/09690922.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50303429","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: 1

Engaging with mathematics during Covid-19: students aged 16+ responding to a mathematics ‘Box Set’ of enrichment video materials 新冠肺炎期间参与数学：16岁以上的学生对丰富视频材料的数学“盒子集”的反应

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab023

Sofya Lyakhova;Dominic Oakes;Marie Joubert

引用次数: 1

The student perspective on teaching and assessment during initial COVID-19 related closures at Irish universities: implications for the future 爱尔兰大学新冠肺炎相关最初关闭期间学生对教学和评估的看法：对未来的影响

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab017

Diarmaid Hyland;Ann O'Shea

{"title":"The student perspective on teaching and assessment during initial COVID-19 related closures at Irish universities: implications for the future","authors":"Diarmaid Hyland;Ann O'Shea","doi":"10.1093/teamat/hrab017","DOIUrl":"https://doi.org/10.1093/teamat/hrab017","url":null,"abstract":"The aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three sections: teaching and learning, assessment and personal experience, with a focus on how the changes in teaching and assessment were viewed by students. A total of 263 students from six universities responded to the survey. The corresponding data are described, as are various trends that were identified through open-response questions. The data offer a window into the student experience during the tertiary level closures and show the effect that the sudden shifts (e.g., in delivery and support) had on learning, assessment and student well-being. The survey responses show that most students dealt with the rapid changes in a resilient and mature manner, particularly when confronted with adversity. Numerous insights can be gleaned from the students’ perspectives that have the potential to improve the teaching and learning of mathematics at tertiary level in Ireland in the future. Many of the findings could also apply to teaching and learning in other subjects and internationally.","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":"https://ieeexplore.ieee.org/iel7/8016818/9690919/09690932.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50409976","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: 8

Online mathematics supports in lieu of university tutorials during COVID-19: student and lecturer perspectives 新冠肺炎期间，在线数学支持代替大学辅导：学生和讲师的观点

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab015

Maryna Lishchynska;Catherine Palmer;Vincent Cregan

{"title":"Online mathematics supports in lieu of university tutorials during COVID-19: student and lecturer perspectives","authors":"Maryna Lishchynska;Catherine Palmer;Vincent Cregan","doi":"10.1093/teamat/hrab015","DOIUrl":"https://doi.org/10.1093/teamat/hrab015","url":null,"abstract":"When the first national lockdown due to the COVID-19 pandemic occurred, all higher educational institutions in Ireland moved to remote learning and have effectively remained in this mode ever since. The situation presented enormous challenges for many mathematics lecturers who had not delivered lectures or tutorials online before. This study looks closely at what a traditional (in-person) mathematics tutorial encompasses and examines learners’ needs with respect to support within a remotely delivered module. The work focuses on how well various formats of remote support address the affordances of the traditional in-person tutorial. The range of support formats explored here includes live tutorials, written homework with feedback, group work via breakout rooms in Zoom, a discussion forum and instant formative feedback through Canvas quizzes and the e-assessment tool Numbas. The effectiveness of the different formats of remote support is assessed through examining student engagement and student and lecturer feedback. Six student cohorts, of levels ranging from first year to MSc level, across three different departments, taking either a mathematics or statistics module, participated in the study and were surveyed on their experience and future preferences. The work highlights some of the key issues surrounding remote support within mathematics modules and discusses the findings in the context of the implications for a lecturer and the factors to consider when deciding on a strategy for remote learning. The paper also analyses student interaction and notes the aspects of remote mathematics support that will have value beyond the pandemic.","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":"50302572","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: 3

Special issue editorial: restarting the new normal 特刊社论：重启新常态

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab026

Jonathan Gillard;Claire Ketnor;Ciarán Mac an Bhaird;Cathy Smith

引用次数: 0

How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic 如何以及为什么？新冠肺炎大流行期间大学数学讲师用于紧急远程教学的技术和实践

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab018

Eabhnat Ní Fhloinn;Olivia Fitzmaurice

引用次数: 11

Student experiences of online study groups and drop-in mathematics support during COVID-19 新冠肺炎期间在线学习小组的学生体验和辍学数学支持

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab010

Ciarán Mac an Bhaird;Aisling McGlinchey;Peter Mulligan;James O'Malley;Rachel O'Neill

引用次数: 4

The early impact of the COVID-19 pandemic on mathematical competencies on entry into a UK university 新冠肺炎疫情对进入英国大学数学能力的早期影响

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab021

Mark Hodds

{"title":"The early impact of the COVID-19 pandemic on mathematical competencies on entry into a UK university","authors":"Mark Hodds","doi":"10.1093/teamat/hrab021","DOIUrl":"https://doi.org/10.1093/teamat/hrab021","url":null,"abstract":"Students from England and Wales had their A-level results in 2020 decided by a ‘triple lock’ system as traditional examinations were cancelled due to the pandemic. Therefore, there was a fear that students were either being unfairly judged (Arden University 2020) or would enter university with a reduced understanding of concepts leading to an increase in drop-out rates (Staton, 2020). To measure mathematical ability, diagnostic testing is used at universities. This is now a well-established practice that supports students and their lecturers in discovering areas of mathematical strength and weakness upon entry to a course (Lawson, 2003; Hodds, Shao, and Lawson, 2020). This article compares the entry competencies of students arriving at one UK university in October 2020 with those who entered in previous years, using the same diagnostic test taken by all students as the method for comparison. Students who received their A levels in the year of entry are also compared to those who entered with A levels from years prior, allowing for a fair comparison of students in 2020 in particular. Furthermore, the abilities of students at different A-level grades are also compared. The results showed that students in 2020 appear not to be disadvantaged by the issues caused by the pandemic. On the contrary, many students outperformed colleagues who had summative assessment prior to 2020.","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":"50410010","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: 3

Mathematics and statistics distance learning: more than just online teaching 数学和统计学远程学习：不仅仅是在线教学

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Teaching Mathematics and Its Applications Pub Date : 2021-11-01 DOI: 10.1093/teamat/hrab012

Rachel Hilliam;Derek Goldrei;Gaynor Arrowsmith;Alexander Siddons;Cath Brown

{"title":"Mathematics and statistics distance learning: more than just online teaching","authors":"Rachel Hilliam;Derek Goldrei;Gaynor Arrowsmith;Alexander Siddons;Cath Brown","doi":"10.1093/teamat/hrab012","DOIUrl":"https://doi.org/10.1093/teamat/hrab012","url":null,"abstract":"At the Open University, where students learn online and at a distance, the School of Mathematics and Statistics has for many years provided innovative ways of supporting students outside the ‘classroom’ environment so was well prepared to support students during the COVID-19 pandemic. These forms of support include online forums to help students with module choice and taster resources including diagnostic quizzes for students to self-assess their readiness to study individual modules and receive targeted support. Since 2017, these resources, and more, have been incorporated into a multi-functional student-facing website. The website enables all units, both academic and non-academic, to provide consistent academic, pastoral and social support to students studying mathematics and statistics modules online. By focusing on the different stages of a student’s journey, the website provides a one-stop shop for students to self-serve and obtain appropriate support at each point in their own student lifecycle. Data gathered on the frequency of use of the website, together with the results from staff and student questionnaires, have provided insight into how students and staff use the website. The evaluation highlights the need for clear signposting to such resources. In addition, the wide range of resources which enable students to make informed module choices is shown to be particularly important for staff who provide pastoral and academic support to students.","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":"https://ieeexplore.ieee.org/iel7/8016818/9690919/09690928.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50302571","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