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Davies, Ben; Miller, David; Infante, Nicole – International Journal of Mathematical Education in Science and Technology, 2023
We report on a series of task-based interviews in which nine mathematicians were asked to evaluate a series of six mathematical arguments, purportedly produced either by fellow mathematicians or undergraduate students. In this paper, we attend to the role of context in mathematicians' responses, leading to four themes in expectations when…
Descriptors: Undergraduate Students, Validity, Mathematical Logic, Persuasive Discourse
Schreck, Anna; Groß Ophoff, Jana; Rott, Benjamin – International Journal of Mathematical Education in Science and Technology, 2023
In modern information societies, evaluating information, data, or knowledge claims is crucial. As these activities are influenced by epistemological beliefs, such beliefs are a key element of education in the sense that educational institutions intend to prepare students for professional and social life. Hence, this study aims to examine the…
Descriptors: Mathematics Education, Sequential Approach, Secondary School Teachers, Student Attitudes
Shahbari, Juhaina Awawdeh; Tabach, Michal – International Journal of Mathematical Education in Science and Technology, 2016
Growing awareness of the importance of modelling activities in mathematics education has raised the question of whether teachers are prepared to facilitate the engagement of students in such activities. The current study investigates the effects of how teachers cope with modelling activities in developing their abilities to identify modelling…
Descriptors: Foreign Countries, Mathematics, Mathematics Instruction, Mathematics Education
Kensington-Miller, Barbara; Novak, Julia; Evans, Tanya – International Journal of Mathematical Education in Science and Technology, 2016
This paper describes a case study of two pure mathematicians who flipped their lecture to teach matrix determinants in two large mathematics service courses (one at Stage I and the other at Stage II). The purpose of the study was to transform the passive lecture into an active learning opportunity and to introduce valuable mathematical skills,…
Descriptors: Blended Learning, Mathematics, Professional Personnel, Lecture Method
Sevimli, Eyup – International Journal of Mathematical Education in Science and Technology, 2016
This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…
Descriptors: Lecture Method, Conventional Instruction, Educational Change, Content Analysis
Laursen, Sandra L.; Hassi, Marja-Liisa; Hough, Sarah – International Journal of Mathematical Education in Science and Technology, 2016
This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities,…
Descriptors: Preservice Teachers, Active Learning, Inquiry, Teacher Education
Fathurrohman, Maman; Porter, Anne; Worthy, Annette L. – International Journal of Mathematical Education in Science and Technology, 2014
In this paper, the use of guided hyperlearning, unguided hyperlearning, and conventional learning methods in mathematics are compared. The design of the research involved a quasi-experiment with a modified single-factor multiple treatment design comparing the three learning methods, guided hyperlearning, unguided hyperlearning, and conventional…
Descriptors: College Mathematics, Mathematics Instruction, Comparative Analysis, Teaching Methods