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Feudel, Frank; Panse, Anja – International Journal of Research in Undergraduate Mathematics Education, 2022

In traditional mathematics lectures the instructor normally writes the definitions, theorems, and proofs covered on the board, and gives informal oral explanations that help to make sense of them. The students have to take notes. However, there are serious problems concerning students' note-taking in traditional mathematics lectures. Students…

Descriptors: Notetaking, Mathematics Education, Lecture Method, Mathematical Logic

Dobie, Tracy E.; MacArthur, Kelly – International Journal of Research in Undergraduate Mathematics Education, 2022

As university instructors update modes of teaching and student engagement in STEM classes, concerns often arise about student resistance to different methods of teaching and learning. This research examines what it looks like from a student perspective to experience a shift in attitude by exploring the case of Dane, a white male student who…

Descriptors: Student Attitudes, Attitude Change, Mathematics Instruction, Teaching Methods

Gallagher, Keith; Infante, Nicole Engelke – International Journal of Research in Undergraduate Mathematics Education, 2022

Visual representations, such as diagrams, are known to be valuable tools in problem solving and proof construction. However, previous studies have shown that simply having access to a diagram is not sufficient to improve students' performance on mathematical tasks. Rather, students must actively extract information about the problem scenario from…

Descriptors: Undergraduate Students, Mathematical Logic, Problem Solving, Visual Aids

Schürmann, Mirko; Panse, Anja; Shaikh, Zain; Biehler, Rolf; Schaper, Niclas; Liebendörfer, Michael; Hilgert, Joachim – International Journal of Research in Undergraduate Mathematics Education, 2022

Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded…

Descriptors: Foreign Countries, Mathematics Education, Mathematics Instruction, College Mathematics

Thoma, Athina; Iannone, Paola – International Journal of Research in Undergraduate Mathematics Education, 2022

This exploratory study reports on characteristics of proof production and proof writing observed in the work of first-year university students who took part in workshops on the theorem prover LEAN (https://leanprover.github.io). These workshops were voluntary and offered alongside a transition to proof module in a UK university. Through…

Descriptors: Validity, Mathematical Logic, Mathematics Instruction, Undergraduate Students

Williams, Mary; Apkarian, Naneh; Uhing, Karina; Martinez, Antonio E.; Rasmussen, Chris; Smith, Wendy M. – International Journal of Research in Undergraduate Mathematics Education, 2022

Mounting evidence of the effectiveness of active learning strategies has prompted many mathematics departments to start engaging in transformational change efforts. Change, however, especially change in instructional practice, is a challenging endeavor. Some departments are using coordination of multi-section courses as a vehicle to enact changes…

Descriptors: Coordinators, Change Agents, Active Learning, College Mathematics

Reinholz, Daniel L. – International Journal of Research in Undergraduate Mathematics Education, 2022

This paper utilizes poststructural theory to analyze student artifacts that were collected from a history of mathematics course. The course was designed to counter three types of mathematical narratives, relating to: 1) race, 2) intelligence, and 3) innateness. To address these narratives, the course highlighted the contributions of communities of…

Descriptors: Intelligence, Mathematics Education, Educational History, Racial Bias

Broley, Laura; Hardy, Nadia – International Journal of Research in Undergraduate Mathematics Education, 2022

Research using the Anthropological Theory of the Didactic suggests different models of how student learning may evolve in the progression of undergraduate mathematics coursework: from elementary courses in Calculus to more advanced courses in Analysis. An ideal model suggests that the theory-driven learning in the latter serves as a natural…

Descriptors: Calculus, Mathematics Instruction, Teaching Methods, Task Analysis

Pinto, Alon; Cooper, Jason – International Journal of Research in Undergraduate Mathematics Education, 2022

There is a growing body of evidence suggesting that secondary mathematics teachers may not be drawing significant benefit from the tertiary mathematics courses they take in preparation programs or in-service for professional development. While there are some theory-driven attempts to re-design or complement such courses for teachers, empirical…

Descriptors: Mathematics Teachers, Secondary Education, Calculus, Faculty Development

Leyva, Luis A.; Amman, Kristen; Wolf McMichael, Emily A.; Igbinosun, Joanne; Khan, Nisha – International Journal of Research in Undergraduate Mathematics Education, 2022

Undergraduate calculus instruction is a contributor to racialized and gendered trends of STEM persistence and disidentification with mathematics. However, the nature of instruction that promotes equitable learning opportunities for disrupting such negative outcomes and experiences among historically marginalized populations is underexplored. To…

Descriptors: Undergraduate Students, Student Attitudes, African American Students, Hispanic American Students

Hitier, Mathilde; González-Martín, Alejandro S. – International Journal of Research in Undergraduate Mathematics Education, 2022

Of the many disciplines that rely on calculus, physics is among those with the strongest connections to this branch of mathematics. For instance, the derivative--one of the key notions of calculus--is used to describe velocity and acceleration, which play a central role in mechanics. In post-secondary education, in particular at the college level,…

Descriptors: Calculus, Physics, Motion, Scientific Concepts

Biza, Irene; González-Martín, Alejandro S.; Pinto, Alon – International Journal of Research in Undergraduate Mathematics Education, 2022

Calculus courses have been attracting the attention of mathematics education researchers over the last decades. Recent publications and special issues dedicated to calculus highlight the diverse roles of calculus courses in the pathways for STEM studies within and across educational levels, as well as issues related to the academic preparation of…

Descriptors: Calculus, Scaffolding (Teaching Technique), Mathematics, Professional Personnel

Tremaine, Rachel; Hagman, Jessica Ellis; Voigt, Matthew; Damas, Stephanie; Gehrtz, Jessica – International Journal of Research in Undergraduate Mathematics Education, 2022

As attention grows towards the disparities and underrepresentation of minoritized groups within undergraduate STEM education, there is a need for understanding how university calculus program stakeholders perceive the issue of increasing diversity. Calculus is a subject crucial to many STEM disciplines, and thus can play an outsized role in…

Descriptors: Student Attitudes, Diversity, STEM Education, Undergraduate Students

Viirman, Olov; Vivier, Laurent; Monaghan, John – International Journal of Research in Undergraduate Mathematics Education, 2022

This paper documents how the limit concept is treated in high school, at a university and in teacher education in England, France and Sweden. To this end we make use of vignettes, data-grounded accounts of the situation at the three levels in the three countries. These are analysed using the Anthropological Theory of the Didactic (ATD). While…

Descriptors: Educational Philosophy, High Schools, Higher Education, Teacher Education

Bašic, Matija; Milin Šipuš, Željka – International Journal of Research in Undergraduate Mathematics Education, 2022

This study aims to address the teaching of integrals in multivariable calculus concerning the role taken by geometry, specifically, geometrical content dealing with boundaries in integrals that appear as curves and surfaces in R[superscript 2] and R[superscript 3]. Adopting the framework of the Anthropological Theory of the Didactic, we approached…

Descriptors: Mathematics Instruction, Calculus, Geometry, Geometric Concepts