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Kensington-Miller, Barbara; Sneddon, Jamie; Stewart, Sepideh – International Journal of Mathematical Education in Science and Technology, 2014
The changes in academic identity a teacher may undergo, as they modify their teaching practice, will vary depending on their experiences and the support they receive. In this paper, we describe the shifts in academic identity of two lecturers, a mathematician and a mathematics educator, as they both made changes to their teaching practice by…
Descriptors: Professional Identity, Educational Practices, Mathematics Teachers, College Mathematics
Yoon, Caroline; Oates, Greg; Sneddon, Jamie – International Journal of Mathematical Education in Science and Technology, 2014
With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two…
Descriptors: Undergraduate Students, Mathematics Instruction, College Mathematics, Lecture Method
Yoon, Caroline; Sneddon, Jamie – International Journal of Mathematical Education in Science and Technology, 2011
Tablet PCs have been increasingly used in undergraduate courses to create recorded lectures that are close copies of the live lectures. Research has shown that students are largely positive about the availability of tablet PC recorded lectures. However, there is some concern that the availability of such faithful recordings may encourage students…
Descriptors: Mathematics Instruction, Computer Uses in Education, Educational Technology, Undergraduate Students
Yoon, Caroline; Kensington-Miller, Barbara; Sneddon, Jamie; Bartholomew, Hannah – International Journal of Mathematical Education in Science and Technology, 2011
Students often play a passive role in large-scale lectures in undergraduate mathematics courses: they observe the lecturer demonstrate mathematical procedures, but they rarely engage in authentic mathematical activity themselves. This study uses semi-structured interviews of undergraduate students to investigate the implicit and explicit social…
Descriptors: Undergraduate Students, Lecture Method, Mathematics Instruction, Social Attitudes