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":"48 1","pages":"1-28"},"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":"46 1","pages":"8 - 35"},"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":"54 18","pages":"350 - 374"},"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":"2674 1","pages":"1 - 29"},"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":"3 1","pages":""},"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":"37 4","pages":""},"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":"52 1","pages":"217 - 242"},"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":"24 1","pages":""},"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}
This paper addresses the mathematical education received during the pre-university stage based on the teaching-learning processes experienced by 225 students from the master’s degree in Teacher Training of Secondary, Baccalaureate, and FP and the Degree of Teacher of Primary Education of the Madrid Open University (UDIMA). For collecting the required information, a computerized questionnaire designed by the authors of this work and validated by the Ethics Committee of the Madrid Open University (UDIMA), has been used. The results of our study reveal the preservice teachers' memories about mathematics during the Primary and Secondary stages. Traditional teaching models, based on the repetition of calculation procedures, are the majority compared to other active teaching models. It is observed that a progressive increase in the methodologies supported by solving complex problems, detecting a moderate influence of the legislative changes produced in Spain in 2006. The mastery of classical teaching models and the moderate work around complex problems detected in pre-university education can be major constraints when developing new competency-based legislative approaches.
{"title":"Teaching models in preuniversity Mathematics and their relation with preservice teachers ages","authors":"Julián Roa González, José Luis Díaz Palencia","doi":"10.17583/redimat.10400","DOIUrl":"https://doi.org/10.17583/redimat.10400","url":null,"abstract":"This paper addresses the mathematical education received during the pre-university stage based on the teaching-learning processes experienced by 225 students from the master’s degree in Teacher Training of Secondary, Baccalaureate, and FP and the Degree of Teacher of Primary Education of the Madrid Open University (UDIMA). For collecting the required information, a computerized questionnaire designed by the authors of this work and validated by the Ethics Committee of the Madrid Open University (UDIMA), has been used. The results of our study reveal the preservice teachers' memories about mathematics during the Primary and Secondary stages. Traditional teaching models, based on the repetition of calculation procedures, are the majority compared to other active teaching models. It is observed that a progressive increase in the methodologies supported by solving complex problems, detecting a moderate influence of the legislative changes produced in Spain in 2006. The mastery of classical teaching models and the moderate work around complex problems detected in pre-university education can be major constraints when developing new competency-based legislative approaches.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"41 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76553909","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}
Se evaluó la competencia matemática de los aspirantes a maestros a partir de una prueba diseñada para alumnos de educación primaria. Uno de cada tres alumnos no tiene la competencia necesaria para aprovechar la formación que se les ofrece en la universidad. De los 124 alumnos analizados, la media fue de 5.6 puntos sobre 10. Mostraron un menor rendimiento en los bloques curriculares de medida y geometría. También se evalúo la autopercepción que poseían de sus conocimientos en diferentes bloques del currículo y se evidencia que uno de cada tres alumnos es consciente de su baja competencia matemática, mientras que solo uno de cada diez subestimó sus capacidades.
{"title":"Competencia matemática y su autopercepción en estudiantes de los grados universitarios de educación","authors":"Bartolomé Pizà-Mir, Maria Suñé-Vela","doi":"10.17583/redimat.10261","DOIUrl":"https://doi.org/10.17583/redimat.10261","url":null,"abstract":"Se evaluó la competencia matemática de los aspirantes a maestros a partir de una prueba diseñada para alumnos de educación primaria. Uno de cada tres alumnos no tiene la competencia necesaria para aprovechar la formación que se les ofrece en la universidad. De los 124 alumnos analizados, la media fue de 5.6 puntos sobre 10. Mostraron un menor rendimiento en los bloques curriculares de medida y geometría. También se evalúo la autopercepción que poseían de sus conocimientos en diferentes bloques del currículo y se evidencia que uno de cada tres alumnos es consciente de su baja competencia matemática, mientras que solo uno de cada diez subestimó sus capacidades.","PeriodicalId":42532,"journal":{"name":"International Journal of Research in Undergraduate Mathematics Education","volume":"82 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84234227","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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