Practice-Oriented Research in Tertiary Mathematics Education PDF Download

Author: Rolf Biehler
Publisher: Springer Nature
ISBN: 303114175X
Category : Education
Languages : en
Pages : 723

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Book Description
This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations. The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students’ mathematical inquiry and Mathematics for non-specialists.

Author: Irene Biza
Publisher: Springer
ISBN: 3319418149
Category : Education
Languages : en
Pages : 32

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Book Description
This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publications as well as the latest advances from recent high-quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential directions for future research in this new and rapidly evolving domain of inquiry.

Author: Marilyn Paula Carlson
Publisher: MAA
ISBN: 9780883851838
Category : Mathematics
Languages : en
Pages : 340

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Book Description
The chapters in this volume convey insights from mathematics education research that have direct implications for anyone interested in improving teaching and learning in undergraduate mathematics. This synthesis of research on learning and teaching mathematics provides relevant information for any math department or individual faculty member who is working to improve introductory proof courses, the longitudinal coherence of precalculus through differential equations, students' mathematical thinking and problem-solving abilities, and students' understanding of fundamental ideas such as variable and rate of change. Other chapters include information about programs that have been successful in supporting students' continued study of mathematics. The authors provide many examples and ideas to help the reader infuse the knowledge from mathematics education research into mathematics teaching practice. University mathematicians and community college faculty spend much of their time engaged in work to improve their teaching. Frequently, they are left to their own experiences and informal conversations with colleagues to develop new approaches to support student learning and their continuation in mathematics. Over the past 30 years, research in undergraduate mathematics education has produced knowledge about the development of mathematical understandings and models for supporting students' mathematical learning. Currently, very little of this knowledge is affecting teaching practice. We hope that this volume will open a meaningful dialogue between researchers and practitioners toward the goal of realizing improvements in undergraduate mathematics curriculum and instruction.

Author: Irene Biza
Publisher: Springer
ISBN: 9783319418131
Category : Education
Languages : en
Pages : 32

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Book Description
This topical survey focuses on research in tertiary mathematics education, a field that has experienced considerable growth over the last 10 years. Drawing on the most recent journal publications as well as the latest advances from recent high-quality conference proceedings, our review culls out the following five emergent areas of interest: mathematics teaching at the tertiary level; the role of mathematics in other disciplines; textbooks, assessment and students’ studying practices; transition to the tertiary level; and theoretical-methodological advances. We conclude the survey with a discussion of some potential directions for future research in this new and rapidly evolving domain of inquiry.

Author: Derek Holton
Publisher: Springer Science & Business Media
ISBN: 0306472317
Category : Education
Languages : en
Pages : 559

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Book Description
This is a text that contains the latest in thinking and the best in practice. It provides a state-of-the-art statement on tertiary teaching from a multi-perspective standpoint. No previous book has attempted to take such a wide view of the topic. The book will be of special interest to academic mathematicians, mathematics educators, and educational researchers. It arose from the ICMI Study into the teaching and learning of mathematics at university level (initiated at the conference in Singapore, 1998).

Author: Bill Atweh
Publisher: Routledge
ISBN: 1135653119
Category : Education
Languages : en
Pages : 567

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Book Description
This volume--the first to bring together research on sociocultural aspects of mathematics education--presents contemporary and international perspectives on social justice and equity issues that impact mathematics education. In particular, it highlights the importance of three interacting and powerful factors--gender, social, and cultural dimensions. Sociocultural Research on Mathematics Education: An International Perspective is distinguished in several ways: * It is research based. Chapters report on significant research projects; present a comprehensive and critical summary of the research findings; and offer a critical discussion of research methods and theoretical perspectives undertaken in the area. * It is future oriented, presenting recommendations for practice and policy and identifying areas for further research. * It deals with all aspects of formal and informal mathematics education and applications and all levels of formal schooling. As the context of mathematics education rapidly changes-- with an increased demand for mathematically literate citizenship; an increased awareness of issues of equity, inclusivity, and accountability; and increased efforts for globalization of curriculum development and research-- questions are being raised more than ever before about the problems of teaching and learning mathematics from a non-cognitive science perspective. This book contributes significantly to addressing such issues and answering such questions. It is especially relevant for researchers, graduate students, and policymakers in the field of mathematics education.

Author: Roza Leikin
Publisher: Springer Nature
ISBN: 3031188683
Category : Education
Languages : en
Pages : 580

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Book Description
This book argues that mathematical challenge can be found at any level and at every age and constitutes an essential characteristic of any mathematics classroom aimed at developing the students’ mathematical knowledge and skills. Since each mathematics classroom is heterogeneous with respect to students’ mathematical potential, quality mathematical instruction results from matching the level of mathematical challenge to different students’ potential. Thus, effective integration of mathematical challenge in the instructional process is strongly connected to the equity principle of mathematics education. In the three sections in this volume readers can find diverse views on mathematical challenges in curriculum and instructional design, kinds and variation of mathematically challenging tasks and collections of mathematical problems. Evidence-based analysis is interwoven with theoretical positions expressed by the authors of the chapters. Cognitive, social and affective characteristics of challenging mathematical activities are observed and analyzed. The volume opens new avenues of research in mathematics education, and pose multiple questions about mathematical instruction rich in mathematical challenge for all. The authors invite readers to explore and enjoy mathematical challenges at different levels.

Author: Denisse R Thompson
Publisher: IAP
ISBN: 1648026311
Category : Education
Languages : en
Pages : 253

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Book Description
Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives; issues and challenges in fostering partnerships and collaborations; strategies for developing mathematics knowledge for teaching; and preparing flexible and resourceful teachers. Praise for International Perspectives on Mathematics Teacher Education: "International Perspectives on Mathematics Teacher Education explores different facets of mathematics teacher education in eight countries across five continents. The authors and editors answer important questions and open the door to critical conversations about policies and practices related to mathematics teacher recruitment, preparation, and professional development, among other topics. Every reader will develop new perspectives as they learn how one institution is engaging with Indigenous perspectives while other countries struggle with an insufficient supply of certified teachers. This book clearly demonstrates challenges, constraints, nuances and complexities to initiating and maintaining improvement across systems to enhance the work and spaces of mathematics teachers within different historical, cultural, social, and political contexts. This volume also generates ideas and opportunities for leaders, policymakers, and teacher educators to consider and learn from international colleagues about different approaches to mathematics teacher education practice and policy. Undoubtedly, debates about standards, content and experiences in programs, and accountability structures such as accreditation will continue. It is clear from the insights in this volume that strengthening mathematics teacher education will require stronger collaborations, frameworks, policies, infrastructure, and investments on a global scale and it will be critical to collaborate with and learn from colleagues in international settings. These conversations will require reciprocity, interdependence, and resilience as we pursue the ultimate goal of equipping the field of mathematics teacher education." Kathryn Chval Dean, College of Education Professor of Mathematics Education University of Illinois Chicago

Author: Gloria Ann Stillman
Publisher: Springer
ISBN: 3030149315
Category : Education
Languages : en
Pages : 259

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Book Description
This open access book is based on selected presentations from Topic Study Group 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics at the 13th International Congress on Mathematical Education (ICME 13), held in Hamburg, Germany on July 24–31, 2016. It contributes to the theory, research and teaching practice concerning this key topic by taking into account the importance of relations between mathematics and the real world. Further, the book addresses the “balancing act” between developing students’ modelling skills on the one hand, and using modelling to help them learn mathematics on the other, which arises from the integration of modelling into classrooms. The contributions, prepared by authors from 9 countries, reflect the spectrum of international debates on the topic, and the examples presented span schooling from years 1 to 12, teacher education, and teaching modelling at the tertiary level. In addition the book highlights professional learning and development for in-service teachers, particularly in systems where the introduction of modelling into curricula means reassessing how mathematics is taught. Given its scope, the book will appeal to researchers and teacher educators in mathematics education, as well as pre-service teachers and school and university educators

Author: Viviane Durand-Guerrier
Publisher: Routledge
ISBN: 1000369285
Category : Education
Languages : en
Pages : 244

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Book Description
In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.