Pub Date : 2023-01-14DOI: 10.1007/s40753-022-00205-9
Floridona Tetaj, Olov Viirman
{"title":"Analysing the Mathematical Discourse of Biology Assignments: The Case of a Graduate Fisheries Management Course","authors":"Floridona Tetaj, Olov Viirman","doi":"10.1007/s40753-022-00205-9","DOIUrl":"https://doi.org/10.1007/s40753-022-00205-9","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87478603","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 : 2023-01-13DOI: 10.1007/s40753-022-00204-w
Brinley N. Stevens, S. Jones
{"title":"Learning Integrals Based on Adding Up Pieces Across a Unit on Integration","authors":"Brinley N. Stevens, S. Jones","doi":"10.1007/s40753-022-00204-w","DOIUrl":"https://doi.org/10.1007/s40753-022-00204-w","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77749700","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 : 2023-01-12DOI: 10.1007/s40753-022-00207-7
S. Urhan, Yılmaz Zengin
{"title":"Investigating University Students’ Argumentations and Proofs Using Dynamic Mathematics Software in Collaborative Learning, Debate, and Self-reflection Stages","authors":"S. Urhan, Yılmaz Zengin","doi":"10.1007/s40753-022-00207-7","DOIUrl":"https://doi.org/10.1007/s40753-022-00207-7","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87822913","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 : 2022-12-13DOI: 10.1007/s40753-022-00203-x
S. Jones, R. Ely
{"title":"Approaches to Integration Based on Quantitative Reasoning: Adding Up Pieces and Accumulation from Rate","authors":"S. Jones, R. Ely","doi":"10.1007/s40753-022-00203-x","DOIUrl":"https://doi.org/10.1007/s40753-022-00203-x","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74451290","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 : 2022-11-12DOI: 10.1007/s40753-022-00197-6
C. Johns, M. Mills, Megan Ryals
{"title":"An Analysis of the Observable Behaviors of Undergraduate drop-in Mathematics Tutors","authors":"C. Johns, M. Mills, Megan Ryals","doi":"10.1007/s40753-022-00197-6","DOIUrl":"https://doi.org/10.1007/s40753-022-00197-6","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72374431","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 : 2022-11-09DOI: 10.1007/s40753-022-00194-9
F. Feudel, Alexander Unger
{"title":"Students’ Strategic Usage of Formative Quizzes in an Undergraduate Course in Abstract Algebra","authors":"F. Feudel, Alexander Unger","doi":"10.1007/s40753-022-00194-9","DOIUrl":"https://doi.org/10.1007/s40753-022-00194-9","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84339092","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 : 2022-11-08DOI: 10.1007/s40753-022-00199-4
Sean P. Yee, K. Rogers, Erica Miller, T. Galvin
{"title":"Collegiate Mathematics Observation Protocols: Current Characteristics and Desired Foci","authors":"Sean P. Yee, K. Rogers, Erica Miller, T. Galvin","doi":"10.1007/s40753-022-00199-4","DOIUrl":"https://doi.org/10.1007/s40753-022-00199-4","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83301384","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 : 2022-11-04DOI: 10.1007/s40753-022-00200-0
K. Melhuish, P. Dawkins, K. Lew, S. Strickland
{"title":"Lessons Learned About Incorporating High-Leverage Teaching Practices in the Undergraduate Proof Classroom to Promote Authentic and Equitable Participation","authors":"K. Melhuish, P. Dawkins, K. Lew, S. Strickland","doi":"10.1007/s40753-022-00200-0","DOIUrl":"https://doi.org/10.1007/s40753-022-00200-0","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72608996","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 : 2022-10-24DOI: 10.1007/s40753-022-00198-5
Zackery Reed
{"title":"Component-Wise Reasoning as a Mechanism of Sense-Making in Real Analysis","authors":"Zackery Reed","doi":"10.1007/s40753-022-00198-5","DOIUrl":"https://doi.org/10.1007/s40753-022-00198-5","url":null,"abstract":"","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85481700","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}
Las reflexiones sobre la complejidad de los objetos matemáticos, y la conexión de los componentes de esta complejidad, son frecuentes en muchos de los enfoques teóricos utilizados en el área de la Educación Matemática. Como consecuencia de estas reflexiones hay una tendencia a que la formación del profesorado de matemáticas contemple secuencias didácticas para que los profesores tengan en cuenta la complejidad del objeto matemático a enseñar. En esta línea, el primer objetivo del presente trabajo es determinar el papel que tienen las matemáticas enseñadas en la guía de valoración de la práctica preprofesional utilizada por los docentes tutores de la Carrera de Educación Matemática de la Universidad de Cuenca; mientras que el segundo objetivo es describir un proceso de instrucción cuyo objetivo es incorporar en esta guía la valoración de las matemáticas enseñadas, en particular la valoración de la incorporación de la complejidad del objeto matemático a enseñar. Los resultados muestran que la guía no valora las matemáticas enseñadas y que en las secuencias didácticas implementadas por los futuros profesores siguiendo esta guía no tienen muy en cuenta dicha complejidad.
{"title":"La complejidad de la noción a enseñar en la valoración de la práctica preprofesional de futuros profesores de matemáticas ecuatorianos","authors":"Adriana Breda, Eulalia Calle, V. Font","doi":"10.17583/redimat.10986","DOIUrl":"https://doi.org/10.17583/redimat.10986","url":null,"abstract":"Las reflexiones sobre la complejidad de los objetos matemáticos, y la conexión de los componentes de esta complejidad, son frecuentes en muchos de los enfoques teóricos utilizados en el área de la Educación Matemática. Como consecuencia de estas reflexiones hay una tendencia a que la formación del profesorado de matemáticas contemple secuencias didácticas para que los profesores tengan en cuenta la complejidad del objeto matemático a enseñar. En esta línea, el primer objetivo del presente trabajo es determinar el papel que tienen las matemáticas enseñadas en la guía de valoración de la práctica preprofesional utilizada por los docentes tutores de la Carrera de Educación Matemática de la Universidad de Cuenca; mientras que el segundo objetivo es describir un proceso de instrucción cuyo objetivo es incorporar en esta guía la valoración de las matemáticas enseñadas, en particular la valoración de la incorporación de la complejidad del objeto matemático a enseñar. Los resultados muestran que la guía no valora las matemáticas enseñadas y que en las secuencias didácticas implementadas por los futuros profesores siguiendo esta guía no tienen muy en cuenta dicha complejidad.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82973482","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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