Mathematics, as one of the core subjects in education, can be recognized as a tool for strengthening fundamental entrepreneurial skills. In this study, attempt was made to examine how integrating entrepreneurial skills—creativity, responsibility, courage, initiative, tolerance of ambiguity and collaboration ( Palmer & Johansson, 2018)—into mathematics teaching compares against mathematical teaching alone in terms of the marks of the students and the learner’s and the teacher’s perceptions about the class. The study was conducted in the summer of 2023 with the participation of 50 students in two classes of 25 students in Iran, who were chosen based on convenience sampling. Given the time available, four chapters of the eighth-grade mathematics textbook were taught. In the experimental group, entrepreneurial skills were integrated into class, and in the control group, no such integration happened. After the end of each chapter in both classes, a test was given to the students. In addition, the views of the experimental group and the instructor about the treatment were sought by survey questions. Comparing the mean scores of the two classes in the tests showed no significant difference. However, the survey questions suggested improvements in the six entrepreneurial skills and a better mathematics learning environment in the experimental group.
{"title":"Incorporating entrepreneurial skills into mathematics teaching in school","authors":"Hajar Alimorad, Farhang Daneshfard","doi":"10.1093/teamat/hrae015","DOIUrl":"https://doi.org/10.1093/teamat/hrae015","url":null,"abstract":"Mathematics, as one of the core subjects in education, can be recognized as a tool for strengthening fundamental entrepreneurial skills. In this study, attempt was made to examine how integrating entrepreneurial skills—creativity, responsibility, courage, initiative, tolerance of ambiguity and collaboration ( Palmer & Johansson, 2018)—into mathematics teaching compares against mathematical teaching alone in terms of the marks of the students and the learner’s and the teacher’s perceptions about the class. The study was conducted in the summer of 2023 with the participation of 50 students in two classes of 25 students in Iran, who were chosen based on convenience sampling. Given the time available, four chapters of the eighth-grade mathematics textbook were taught. In the experimental group, entrepreneurial skills were integrated into class, and in the control group, no such integration happened. After the end of each chapter in both classes, a test was given to the students. In addition, the views of the experimental group and the instructor about the treatment were sought by survey questions. Comparing the mean scores of the two classes in the tests showed no significant difference. However, the survey questions suggested improvements in the six entrepreneurial skills and a better mathematics learning environment in the experimental group.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"114 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142227081","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}
Video lectures have become a common element in many university mathematics courses, and students often believe that these support their learning in various ways. However, some studies indicate that students who use such video lectures frequently perform lower in exams. Hence, it is important to investigate how students use video lectures. We interviewed nine students of a linear algebra course about the activities they carried out when watching prerecorded video lectures. In these interviews, all our participants reported in detail lots of activities they engaged in while watching, and our study contextualizes these activities with content-specific examples. However, our study also indicates that even if students are very active while watching video lectures, their cognitive engagement with the actual content might nevertheless be rather low. Possible consequences concerning the implementation of video lectures are then discussed.
{"title":"Students’ ways of using video lectures in a linear algebra course","authors":"Frank Feudel, Anja Panse","doi":"10.1093/teamat/hrae011","DOIUrl":"https://doi.org/10.1093/teamat/hrae011","url":null,"abstract":"Video lectures have become a common element in many university mathematics courses, and students often believe that these support their learning in various ways. However, some studies indicate that students who use such video lectures frequently perform lower in exams. Hence, it is important to investigate how students use video lectures. We interviewed nine students of a linear algebra course about the activities they carried out when watching prerecorded video lectures. In these interviews, all our participants reported in detail lots of activities they engaged in while watching, and our study contextualizes these activities with content-specific examples. However, our study also indicates that even if students are very active while watching video lectures, their cognitive engagement with the actual content might nevertheless be rather low. Possible consequences concerning the implementation of video lectures are then discussed.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"40 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141548444","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}
Katie Steckles, Claire Ketnor, Ros Porter, Alex Shukie, Alexander S Corner
Due to the nature of the teaching environment, students may often develop perceptions of their lecturers’ ability as mathematicians, based on the pre-prepared and well-rehearsed content they present. In reality, performing mathematical calculations and solving problems is a difficult skill, and students may compare their own experiences unfavourably with the ease they see lecturers display. To interrogate this disparity, an exercise was included in an undergraduate maths session during which lecturers attempted unseen problems from A-level maths papers, so the students could see them describing the process of problem-solving—including making mistakes, applying helpful strategies and techniques, correcting their own errors and identifying gaps in their knowledge. As well as describing these positive behaviours for students, the session aimed to develop the students’ understanding that their own experiences of struggling with maths are normal and healthy. The activity formed part of a broader session on making mistakes in maths, which also included some advice and opportunities to find mistakes in mathematical working-out. The students were invited to participate in questionnaires and focus groups to explore their perceptions and attitudes towards their lecturers’ knowledge and capacity to make mistakes, and in this paper we analyse these responses and consider how this relates to teaching, and to students’ personal development.
由于教学环境的性质，学生往往会根据讲师事先准备和排练好的内容，对其数学家的能力产生看法。实际上，进行数学计算和解决问题是一项困难的技能，学生可能会将自己的经历与他们看到的讲师所表现出的轻松进行比较，从而产生不利的影响。为了探究这种差异，我们在一节本科生数学课中加入了一个练习，让讲师尝试解答 A 级数学试卷中未见的问题，这样学生们就能看到他们描述解决问题的过程--包括犯错、应用有用的策略和技巧、纠正自己的错误以及找出知识上的差距。除了描述学生的这些积极行为外，这节课还旨在让学生明白，他们自己在数学上遇到困难的经历是正常和健康的。这项活动是更广泛的 "数学中的错误 "课程的一部分，其中还包括在数学练习中发现错误的一些建议和机会。学生们应邀参加了问卷调查和焦点小组活动，以探讨他们对讲师犯错的知识和能力的看法和态度，在本文中，我们将对这些答复进行分析，并思考这与教学和学生个人发展之间的关系。
{"title":"Lecturers don’t know everything: students listening to the thought processes of lecturers on unfamiliar ground","authors":"Katie Steckles, Claire Ketnor, Ros Porter, Alex Shukie, Alexander S Corner","doi":"10.1093/teamat/hrae008","DOIUrl":"https://doi.org/10.1093/teamat/hrae008","url":null,"abstract":"Due to the nature of the teaching environment, students may often develop perceptions of their lecturers’ ability as mathematicians, based on the pre-prepared and well-rehearsed content they present. In reality, performing mathematical calculations and solving problems is a difficult skill, and students may compare their own experiences unfavourably with the ease they see lecturers display. To interrogate this disparity, an exercise was included in an undergraduate maths session during which lecturers attempted unseen problems from A-level maths papers, so the students could see them describing the process of problem-solving—including making mistakes, applying helpful strategies and techniques, correcting their own errors and identifying gaps in their knowledge. As well as describing these positive behaviours for students, the session aimed to develop the students’ understanding that their own experiences of struggling with maths are normal and healthy. The activity formed part of a broader session on making mistakes in maths, which also included some advice and opportunities to find mistakes in mathematical working-out. The students were invited to participate in questionnaires and focus groups to explore their perceptions and attitudes towards their lecturers’ knowledge and capacity to make mistakes, and in this paper we analyse these responses and consider how this relates to teaching, and to students’ personal development.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"32 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194804","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}
Motivated by the paucity of research that has examined students’ covariational reasoning in economic contexts, the study reported in this article investigated business calculus students’ covariational reasoning about the economic concept of price elasticity of demand. Furthermore, the study examined students’ procedural knowledge and conceptual knowledge in the context of explaining what it means for demand to be inelastic, elastic or unit elastic, respectively. Additionally, the study examined students’ calculational knowledge of price elasticity of demand. The analysis of 10 students’ responses to three tasks used in the study revealed that most of the students struggled making sense of what it means for demand to be inelastic, elastic or unit elastic, respectively. A majority of the students only engaged at the lowest levels of covariational reasoning when prompted to reason about the relationship between the concept of price elasticity of demand and its relationship to the economic quantities of price, demand and revenue. Furthermore, showing that maximum revenue occurs when price elasticity of demand is equal to one was particularly challenging for all the students. Overall, findings from this study suggest that the study participants demonstrated a weak understanding of the concept of price elasticity of demand. Directions for future research and implications for instruction are included.
{"title":"An investigation of business calculus students’ covariational reasoning, procedural knowledge and conceptual knowledge in the context of price elasticity of demand","authors":"Thembinkosi P Mkhatshwa","doi":"10.1093/teamat/hrae004","DOIUrl":"https://doi.org/10.1093/teamat/hrae004","url":null,"abstract":"Motivated by the paucity of research that has examined students’ covariational reasoning in economic contexts, the study reported in this article investigated business calculus students’ covariational reasoning about the economic concept of price elasticity of demand. Furthermore, the study examined students’ procedural knowledge and conceptual knowledge in the context of explaining what it means for demand to be inelastic, elastic or unit elastic, respectively. Additionally, the study examined students’ calculational knowledge of price elasticity of demand. The analysis of 10 students’ responses to three tasks used in the study revealed that most of the students struggled making sense of what it means for demand to be inelastic, elastic or unit elastic, respectively. A majority of the students only engaged at the lowest levels of covariational reasoning when prompted to reason about the relationship between the concept of price elasticity of demand and its relationship to the economic quantities of price, demand and revenue. Furthermore, showing that maximum revenue occurs when price elasticity of demand is equal to one was particularly challenging for all the students. Overall, findings from this study suggest that the study participants demonstrated a weak understanding of the concept of price elasticity of demand. Directions for future research and implications for instruction are included.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"85 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942176","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}
Online may not be the ideal format for a mathematics enrichment event, but in some circumstances, it may be the only option available. This article considers a mathematics enrichment programme consisting of a series of masterclasses which were held live online for secondary students in the UK during the Covid-19 pandemic. The series of masterclasses were part of the Royal Institution of Great Britain’s Mathematics Masterclass Programme which runs annually across the UK. In this study, we investigate how and to what extent students were able to engage with this series of online masterclasses. Learner engagement is researched through in-session observations, student work, attendance data, participant feedback and interviews. While the online masterclass series lost some of its traditional in person features, such as hands-on live social interaction and a university environment, it appeared that the participants perceived the online sessions as interactive enabling them to both enjoy the sessions and enjoy learning mathematics in the sessions. The evidence found suggests that the participating students could engage behaviourally, emotionally and cognitively in online mathematics enrichment. However, constructing mathematical knowledge in online sessions can be difficult for some students and social interaction may need to rely on existing social groups among school friends.
{"title":"Engagement and online mathematics enrichment for secondary students","authors":"Sofya Lyakhova, Andrew Neate","doi":"10.1093/teamat/hrae003","DOIUrl":"https://doi.org/10.1093/teamat/hrae003","url":null,"abstract":"Online may not be the ideal format for a mathematics enrichment event, but in some circumstances, it may be the only option available. This article considers a mathematics enrichment programme consisting of a series of masterclasses which were held live online for secondary students in the UK during the Covid-19 pandemic. The series of masterclasses were part of the Royal Institution of Great Britain’s Mathematics Masterclass Programme which runs annually across the UK. In this study, we investigate how and to what extent students were able to engage with this series of online masterclasses. Learner engagement is researched through in-session observations, student work, attendance data, participant feedback and interviews. While the online masterclass series lost some of its traditional in person features, such as hands-on live social interaction and a university environment, it appeared that the participants perceived the online sessions as interactive enabling them to both enjoy the sessions and enjoy learning mathematics in the sessions. The evidence found suggests that the participating students could engage behaviourally, emotionally and cognitively in online mathematics enrichment. However, constructing mathematical knowledge in online sessions can be difficult for some students and social interaction may need to rely on existing social groups among school friends.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"166 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140886538","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}
Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett
Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses quantitative and qualitative results from student questionnaires to evaluate the effectiveness of support in reducing anxiety and increasing confidence immediately after the first statistics support session and in the longer term. Comparisons of and preferences for online or face-to-face sessions and other aspects relating to anxiety were also explored. Key quantitative findings include a significant reduction in statistics anxiety after only one session of statistics support and a long-term increase in confidence with statistics. When asked how support impacts on anxiety or confidence, key themes emerging included feeling comfortable asking questions in statistics support, tailoring to individual needs and confirmation of understanding. The majority of students preferred face-to-face sessions over online particularly those with higher levels of statistics anxiety. Although differences were generally not significant, higher levels of anxiety were observed before online sessions and greater changes in anxiety occurred during face-to-face sessions.
{"title":"Statistics support and anxiety explored","authors":"Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett","doi":"10.1093/teamat/hrad010","DOIUrl":"https://doi.org/10.1093/teamat/hrad010","url":null,"abstract":"Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses quantitative and qualitative results from student questionnaires to evaluate the effectiveness of support in reducing anxiety and increasing confidence immediately after the first statistics support session and in the longer term. Comparisons of and preferences for online or face-to-face sessions and other aspects relating to anxiety were also explored. Key quantitative findings include a significant reduction in statistics anxiety after only one session of statistics support and a long-term increase in confidence with statistics. When asked how support impacts on anxiety or confidence, key themes emerging included feeling comfortable asking questions in statistics support, tailoring to individual needs and confirmation of understanding. The majority of students preferred face-to-face sessions over online particularly those with higher levels of statistics anxiety. Although differences were generally not significant, higher levels of anxiety were observed before online sessions and greater changes in anxiety occurred during face-to-face sessions.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"31 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139773189","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 review paper examines the issues identified by research regarding students transitioning from school mathematics to service mathematics modules within economics education at the tertiary level. Literature was gathered in four steps, mainly through hand-searching strategies from journals, books, conference proceedings and reports. The results show that existing research addresses the challenges of students to cope with changed roles of students and teachers, as well as with new approaches to teaching and assessment, in the transition phase between education levels. Special issues identified for service mathematics in economics education are (i) issues of heterogeneous mathematics background in the student group, (ii) of mismatch in expectations about mathematics level and demand and (iii) the issue of relevance of mathematics. This review helps practitioners gain deeper insights into these multifaceted issues of transition. Furthermore, several potential directions for further research in the field are recommended.
{"title":"Understanding the challenges of the secondary-tertiary transition in mathematics for economics in higher education: a literature review","authors":"Ida Landgärds-Tarvoll","doi":"10.1093/teamat/hrad011","DOIUrl":"https://doi.org/10.1093/teamat/hrad011","url":null,"abstract":"This review paper examines the issues identified by research regarding students transitioning from school mathematics to service mathematics modules within economics education at the tertiary level. Literature was gathered in four steps, mainly through hand-searching strategies from journals, books, conference proceedings and reports. The results show that existing research addresses the challenges of students to cope with changed roles of students and teachers, as well as with new approaches to teaching and assessment, in the transition phase between education levels. Special issues identified for service mathematics in economics education are (i) issues of heterogeneous mathematics background in the student group, (ii) of mismatch in expectations about mathematics level and demand and (iii) the issue of relevance of mathematics. This review helps practitioners gain deeper insights into these multifaceted issues of transition. Furthermore, several potential directions for further research in the field are recommended.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"7 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139581452","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}
{"title":"Correction to: A three-pronged lesson in differential equations in a calculus course: analytical, numerical and experimental","authors":"","doi":"10.1093/teamat/hrad009","DOIUrl":"https://doi.org/10.1093/teamat/hrad009","url":null,"abstract":"","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"125 2","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174486","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}
Abstract This paper applies the well-known cognitive bias of loss aversion from behavioural economics to student decisions over engagement with mathematically demanding coursework. This bias is shown to predict behaviour that is consistent with mathematics anxiety in a dynamic model of student engagement. It is shown that these forces can imply polarization in student outcomes with some students chronically disengaged in a low-attainment equilibrium, in the absence of any countervailing pedagogic interventions. However, the model illustrates that chronic disengagement is not necessarily equivalent to chronic apathy. Rather, students for whom the short-term cost of failure looms large are shown to be at heightened risk of disengagement. The model is used to understand and evaluate various elements of the mathematics anxiety literature including the role of formative assessment, the fixed and growth mindset models, the efficacy of task-oriented achievement goals, the cognitive interference and motivation enhancement models of test anxiety, the provision of remedial classes and technology-enhanced solutions to learning and assessment.
{"title":"Understanding mathematics anxiety: loss aversion and student engagement","authors":"C Rashaad Shabab","doi":"10.1093/teamat/hrad008","DOIUrl":"https://doi.org/10.1093/teamat/hrad008","url":null,"abstract":"Abstract This paper applies the well-known cognitive bias of loss aversion from behavioural economics to student decisions over engagement with mathematically demanding coursework. This bias is shown to predict behaviour that is consistent with mathematics anxiety in a dynamic model of student engagement. It is shown that these forces can imply polarization in student outcomes with some students chronically disengaged in a low-attainment equilibrium, in the absence of any countervailing pedagogic interventions. However, the model illustrates that chronic disengagement is not necessarily equivalent to chronic apathy. Rather, students for whom the short-term cost of failure looms large are shown to be at heightened risk of disengagement. The model is used to understand and evaluate various elements of the mathematics anxiety literature including the role of formative assessment, the fixed and growth mindset models, the efficacy of task-oriented achievement goals, the cognitive interference and motivation enhancement models of test anxiety, the provision of remedial classes and technology-enhanced solutions to learning and assessment.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134907392","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}
Barbara Lutaif Bianchini, Eloiza Gomes, Marcela Parraguez González, de Gabriel Loureiro Lima
Abstract The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.
{"title":"Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers","authors":"Barbara Lutaif Bianchini, Eloiza Gomes, Marcela Parraguez González, de Gabriel Loureiro Lima","doi":"10.1093/teamat/hrad007","DOIUrl":"https://doi.org/10.1093/teamat/hrad007","url":null,"abstract":"Abstract The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content Analysis. The data were qualitatively analyzed considering the MTSK theoretical model. In this analysis, we sought to identify what specialized knowledge these teachers have regarding AL and about its teaching and learning. The results have shown that, in relation to the Mathematical Knowledge (MK) domain, which refers to content knowledge, the Knowledge of Topics subdomain (KoT), linked to the way that teachers know the topics they teach, is the most present among interviewees. In the Pedagogical Content Knowledge (PCK) domain, covering specific pedagogical knowledge linked to Mathematics, the Knowledge of Mathematics Teaching (KMT), regarding strategies, teaching theories, resources and materials, and Knowledge of Mathematics Learning Standards (KMLS) subdomains, concerning the curricular specifications and the moments in which the student must or can learn certain content and with what level of depth prevail.","PeriodicalId":44578,"journal":{"name":"Teaching Mathematics and Its Applications","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645669","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：