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Frank Feudel; Alexander Unger – International Journal of Research in Undergraduate Mathematics Education, 2024
Besides homework assignments, optional quizzes are a commonly used means for formative assessment in tertiary mathematics education. Instructors, for example, implement these to help students detect gaps in their understanding, or to foster a continuous and active engagement with the content. The extent to which these goals are reached, however,…
Descriptors: Foreign Countries, Undergraduate Study, Mathematics Education, College Mathematics
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Mollee Shultz; Eleanor Close; Jayson Nissen; Ben Van Dusen – International Journal of Research in Undergraduate Mathematics Education, 2024
Culturally relevant pedagogy (CRP) seeks to improve equity in instruction and leverage students' experiences by promoting academic success, cultural competence, and sociopolitical consciousness. We examine instructors' perceptions of student identity to understand the ways undergraduate mathematics instructors are enacting or experiencing barriers…
Descriptors: Culturally Relevant Education, Mathematics Instruction, Equal Education, Teacher Attitudes
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Bridgette Simelane; Johann Engelbrecht – International Journal of Research in Undergraduate Mathematics Education, 2024
This study focuses on students who are registered for the University of Pretoria's academic development programme, the Four-year Programme (FYP). The programme was introduced as a gateway for students who are under-prepared but have the potential to succeed. This programme helps them to then continue their studies in mainstream science programmes.…
Descriptors: College Students, College Programs, Developmental Studies Programs, Readiness
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Patricio Herbst; Amanda M. Brown; Michael Ion; Claudine Margolis – International Journal of Research in Undergraduate Mathematics Education, 2024
This paper contributes to understanding the work of teaching the university geometry courses that are taken by prospective secondary teachers. We ask what are the tensions that instructors need to manage as they plan and teach these courses. And we use these tensions to argue that mathematics instruction in geometry courses for secondary teachers…
Descriptors: Mathematics Instruction, Geometry, Secondary School Teachers, Preservice Teachers
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Mika Gabel; Tommy Dreyfus – International Journal of Research in Undergraduate Mathematics Education, 2024
We propose the 'flow of a proof' as a construct that relates to the balance lecturers achieve in their presentation between the proof as a whole and its different parts, taking into account various aspects (informal, contextual) of proof classroom presentation. We conducted expert interviews in which we presented two different proofs of the same…
Descriptors: College Faculty, Mathematics Instruction, Validity, Mathematical Logic
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Igor' Kontorovich; Sina Greenwood – International Journal of Research in Undergraduate Mathematics Education, 2024
Coming from a social perspective, we introduce a classroom organizational frame, where students' proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the…
Descriptors: Mathematics Instruction, Mathematical Logic, Validity, Topology
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Jonathan Troup; Hortensia Soto; Aubrey Kemp – International Journal of Research in Undergraduate Mathematics Education, 2024
This study investigates the embodied, symbolic, and formal reasoning of two fourth-year university students while exploring geometric reasoning about the Cauchy-Riemann equations with the aid of "Geometer's Sketchpad (GSP)." These students participated in a teaching activity designed to encourage shifts between embodied, symbolic, and…
Descriptors: Mathematics Skills, Thinking Skills, Skill Development, Geometry
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Katharina Kirsten; Gilbert Greefrath – International Journal of Research in Undergraduate Mathematics Education, 2024
Due to COVID-19 pandemic restrictions, new instructional designs for mathematics courses have recently been developed. Unlike traditional e-learning courses, distance learning via videoconferencing contains more synchronous elements and is therefore more closely related to classroom instruction. Since theories of person-environment fit suggest…
Descriptors: Mathematics Instruction, Synchronous Communication, Tutorial Programs, Student Teachers
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Miriam N. Wallach; Igor' Kontorovich – International Journal of Research in Undergraduate Mathematics Education, 2024
The COVID-19 pandemic shifted higher education online, drawing attention to synchronous learning and instruction on digital communication platforms. Learner-centered teaching practices in the tertiary level, such as mathematical discussions, have been shown to benefit student learning. The interactions involved in online synchronous mathematical…
Descriptors: COVID-19, Pandemics, Learner Controlled Instruction, Electronic Learning
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Matthew Mauntel; Michelle Zandieh – International Journal of Research in Undergraduate Mathematics Education, 2024
In this article we analyze how students reason about linear combinations across multiple digital environments. We present the work of three groups of undergraduate students in the Southeast United States (US) who were considered ready to take linear algebra. The students played the game "Vector Unknown," reflected upon aspects of their…
Descriptors: Video Games, Algebra, Mathematics Instruction, Teaching Methods
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Frederik Dilling; Jacqueline Köster; Amelie Vogler – International Journal of Research in Undergraduate Mathematics Education, 2024
In the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs…
Descriptors: Mathematics Instruction, Student Attitudes, Teaching Methods, Technology Integration
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Ben Davies; Cosette Crisan; Eirini Geraniou; Teresa Smart – International Journal of Research in Undergraduate Mathematics Education, 2024
We focus on the integration of STACK--a Computer-Aided Assessment (CAA) technology--in the mathematics department of a high-ranking University in the United Kingdom. We study a department-wide project where instructors were expected to implement STACK into continuous assessment tasks for (nearly) all core modules across the first two years of…
Descriptors: Foreign Countries, Undergraduate Study, Computer Assisted Testing, Technology Uses in Education
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Maria Fahlgren; Alice Barana; Mats Brunström; Marina Marchisio Conte; Fabio Roman; Matteo Sacchet; Mirela Vinerean; Yosief Wondmagegne – International Journal of Research in Undergraduate Mathematics Education, 2024
In recent decades, there has been rapid development in digital technologies for automated assessment. Through enhanced possibilities in terms of algorithms, grading codes, adaptivity, and feedback, they are suitable for formative assessment. There is a need to develop computer-aided assessment (CAA) tasks that target higher-order mathematical…
Descriptors: Computer Assisted Testing, Student Evaluation, College Mathematics, College Freshmen
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Deborah Moore-Russo; Rafael Martínez-Planell; Shelby Stanhope; Paul Seeburger; Stepan Paul; Monica M. VanDieren – International Journal of Research in Undergraduate Mathematics Education, 2024
Given the challenge of visualizing the main constructs of two-variable functions and their differential and integral calculus, it is essential to consider instructional resources' use and perceived potential to contribute to students' understanding. This case study considers how four instructors selected and used digital and physical resources in…
Descriptors: College Faculty, Undergraduate Students, Calculus, Mathematics Curriculum
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Giovannina Albano; Samuele Antonini; Annamaria Miranda – International Journal of Research in Undergraduate Mathematics Education, 2024
This paper aims at defining and exploring design principles in a distance technological setting for an educational activity for mathematics undergraduate students, devoted to the construction of basic concepts in general topology, the promotion of problem-solving processes, the development of metacognitive aspects, and, in general, the development…
Descriptors: Cognitive Processes, Mathematical Concepts, Mathematics Education, Topology
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