Pub Date : 2023-11-15DOI: 10.1007/s40753-023-00231-1
Ghislaine Gueudet, Elena Nardi, Elise Lockwood
{"title":"A Tribute to Anna Sierpińska","authors":"Ghislaine Gueudet, Elena Nardi, Elise Lockwood","doi":"10.1007/s40753-023-00231-1","DOIUrl":"https://doi.org/10.1007/s40753-023-00231-1","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"15 3","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139271494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1007/s40753-023-00228-w
Eng Guan Tay
{"title":"Review of Practice-oriented Research in Tertiary Mathematics Education by Biehler et al. (2022)","authors":"Eng Guan Tay","doi":"10.1007/s40753-023-00228-w","DOIUrl":"https://doi.org/10.1007/s40753-023-00228-w","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1007/s40753-023-00227-x
Tommy Dreyfus, Michal Tabach, Chris Rasmussen
{"title":"Bafflement in an Inquiry-based College Mathematics Classroom","authors":"Tommy Dreyfus, Michal Tabach, Chris Rasmussen","doi":"10.1007/s40753-023-00227-x","DOIUrl":"https://doi.org/10.1007/s40753-023-00227-x","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-30DOI: 10.1007/s40753-023-00225-z
Vahid Borji, Rafael Martínez-Planell, María Trigueros
{"title":"University Students’ Understanding of Directional Derivative: An APOS Analysis","authors":"Vahid Borji, Rafael Martínez-Planell, María Trigueros","doi":"10.1007/s40753-023-00225-z","DOIUrl":"https://doi.org/10.1007/s40753-023-00225-z","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136342643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1007/s40753-023-00226-y
Amelia Stone-Johnstone
Abstract Many postsecondary institutions across the United States have adopted the corequisite model of academic support to facilitate student learning and the successful completion of introductory mathematics courses within students’ first year of college enrollment. While research have highlighted the benefits of corequisites in terms of academic outcomes, there is little qualitative research on the impact of this model of academic support on students beyond course grades. Through student narratives, this study documents how one university implemented their College Algebra corequisite and investigates the impact of the classroom climate of a corequisite course on students’ attitudes toward mathematics. This study shows that though the classroom climate positively impacted the participants’ attitudes toward mathematics in general, the climate of the corequisite specifically had a greater impact on their beliefs about mathematics and perceptions of themselves as learners of mathematics. However, there were some identified drawbacks to the corequisite course including time-consuming coursework and occasionally unproductive group collaboration. These findings highlight the potential for corequisites to foster positive attitudes toward mathematics, yet it also demonstrated a need for greater intention in the course development to ensure a coherent course structure where course activities and assessments give way to meaningful and productive student engagement.
{"title":"Exploring the Impact of the Corequisite Classroom Climate on Students’ Attitudes Toward Mathematics","authors":"Amelia Stone-Johnstone","doi":"10.1007/s40753-023-00226-y","DOIUrl":"https://doi.org/10.1007/s40753-023-00226-y","url":null,"abstract":"Abstract Many postsecondary institutions across the United States have adopted the corequisite model of academic support to facilitate student learning and the successful completion of introductory mathematics courses within students’ first year of college enrollment. While research have highlighted the benefits of corequisites in terms of academic outcomes, there is little qualitative research on the impact of this model of academic support on students beyond course grades. Through student narratives, this study documents how one university implemented their College Algebra corequisite and investigates the impact of the classroom climate of a corequisite course on students’ attitudes toward mathematics. This study shows that though the classroom climate positively impacted the participants’ attitudes toward mathematics in general, the climate of the corequisite specifically had a greater impact on their beliefs about mathematics and perceptions of themselves as learners of mathematics. However, there were some identified drawbacks to the corequisite course including time-consuming coursework and occasionally unproductive group collaboration. These findings highlight the potential for corequisites to foster positive attitudes toward mathematics, yet it also demonstrated a need for greater intention in the course development to ensure a coherent course structure where course activities and assessments give way to meaningful and productive student engagement.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134960287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1007/s40753-023-00224-0
Martin Mayerhofer, Marko Lüftenegger, Michael Eichmair
Abstract The transition from secondary to tertiary education is an exciting and yet challenging event in the educational biography of students. During this transition, students often meet with unexpected challenges, which may cause them to drop out from their degree program. Many universities offer bridging courses or longer-term interventions to support their incoming students in this period. To examine the effect of a bridging course designed to reduce gaps in prior mathematical knowledge, promote social-emotional well-being, and foster learning skills, we implement a repeated-measures intervention study. We analyze the outcomes of the intervention, which features tutors with special training, autonomous choice of topic areas, peer learning, and materials for self-directed learning. We measure the development of motivational beliefs reflecting the will to learn (achievement goals, satisfaction of basic psychological needs, implicit theories, self-efficacy) and the skills to learn (reactions to errors, self-regulated learning) at the secondary-tertiary transition. These aspects are captured at multiple measurement points among students (N = 679) who participate in the bridging course (intervention group) and those who do not (control group). The intervention boosts motivational beliefs related to social embeddedness and learning skills in the short term. The observed decrease in autonomy, competence, and self-efficacy might be explained by higher standards that students use for their self-assessment in the new peer group. In the long term, all aspects of the will to learn, except for social relatedness, show stable to strongly negative developments in both groups. Among those students who do not participate in the bridging course, mostly strongly negative developments are observed. The results suggest that the peer tutoring strategy is highly effective and the need for longer-term interventions to uphold the positive short-term effects.
{"title":"Impact of a Mathematics Bridging Course on the Motivation and Learning Skills of University Students","authors":"Martin Mayerhofer, Marko Lüftenegger, Michael Eichmair","doi":"10.1007/s40753-023-00224-0","DOIUrl":"https://doi.org/10.1007/s40753-023-00224-0","url":null,"abstract":"Abstract The transition from secondary to tertiary education is an exciting and yet challenging event in the educational biography of students. During this transition, students often meet with unexpected challenges, which may cause them to drop out from their degree program. Many universities offer bridging courses or longer-term interventions to support their incoming students in this period. To examine the effect of a bridging course designed to reduce gaps in prior mathematical knowledge, promote social-emotional well-being, and foster learning skills, we implement a repeated-measures intervention study. We analyze the outcomes of the intervention, which features tutors with special training, autonomous choice of topic areas, peer learning, and materials for self-directed learning. We measure the development of motivational beliefs reflecting the will to learn (achievement goals, satisfaction of basic psychological needs, implicit theories, self-efficacy) and the skills to learn (reactions to errors, self-regulated learning) at the secondary-tertiary transition. These aspects are captured at multiple measurement points among students (N = 679) who participate in the bridging course (intervention group) and those who do not (control group). The intervention boosts motivational beliefs related to social embeddedness and learning skills in the short term. The observed decrease in autonomy, competence, and self-efficacy might be explained by higher standards that students use for their self-assessment in the new peer group. In the long term, all aspects of the will to learn, except for social relatedness, show stable to strongly negative developments in both groups. Among those students who do not participate in the bridging course, mostly strongly negative developments are observed. The results suggest that the peer tutoring strategy is highly effective and the need for longer-term interventions to uphold the positive short-term effects.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135817654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1007/s40753-023-00223-1
Jonathan Troup, Hortensia Soto, Aubrey Kemp
{"title":"Developing Geometric Reasoning of the Relationship of the Cauchy Riemann Equations and Differentiation","authors":"Jonathan Troup, Hortensia Soto, Aubrey Kemp","doi":"10.1007/s40753-023-00223-1","DOIUrl":"https://doi.org/10.1007/s40753-023-00223-1","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"10 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82851353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1007/s40753-023-00220-4
L. Alcock, N. Attridge
{"title":"Refutations and Reasoning in Undergraduate Mathematics","authors":"L. Alcock, N. Attridge","doi":"10.1007/s40753-023-00220-4","DOIUrl":"https://doi.org/10.1007/s40753-023-00220-4","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"153 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79625045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-05DOI: 10.1007/s40753-023-00222-2
Bridgette Simelane, J. Engelbrecht
{"title":"Measuring the Mathematical Maturity of Students in an Academic Development Programme","authors":"Bridgette Simelane, J. Engelbrecht","doi":"10.1007/s40753-023-00222-2","DOIUrl":"https://doi.org/10.1007/s40753-023-00222-2","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"18 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78497242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1007/s40753-023-00221-3
Katharina Kirsten, Gilbert Greefrath
{"title":"On-Campus vs Distance Tutorials in Preparatory Courses for Mathematics Student Teachers – Performance Gains and Influencing Factors","authors":"Katharina Kirsten, Gilbert Greefrath","doi":"10.1007/s40753-023-00221-3","DOIUrl":"https://doi.org/10.1007/s40753-023-00221-3","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"70 1","pages":"1 - 30"},"PeriodicalIF":1.5,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84008247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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