scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

Beliefs of Students, Parents and Teachers on Use of Unauthorized Study Materials and Success in Secondary Mathematics Education in Nepal

2020 ◽  
Vol 3 (3) ◽  
pp. 27-33
Author(s):  
Laxmi Prasad Bhattarai ◽  
Hari Prasad Upadhyaya
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
Study Materials ◽  
Key Informant ◽  
Questions And Answers ◽  
And Mathematics ◽  
Examination Board ◽  
Structured Questionnaire

Most of the Nepali students have been widely found using different unauthorized book and study materials for achieving good results in their exams in secondary levels as well as higher levels of education. Theseunauthorized books and study materials have been found usefulas they are mostly exam oriented and have the detailed worked out questions and answers from the past years asked by the examination board of Nepal.A study was conducted to examine the usefulness of such materials in mathematics of secondary level education. It was also aimed to assess the beliefs of students, parents and teachers on the use of unauthorized study materials and achieve success in the secondary mathematics education in Nepal. By using semi-structured questionnaire with students and key informant interviews with selected parents/guardians and mathematics teachers, the researcher has explored the achievements of students and beliefs and attitudes of students along with perspectives of their parents and math teachers.  

scholarly journals Uses of Technology in Upper Secondary Mathematics Education

2017 ◽  
Author(s):  
Stephen Hegedus ◽  
Colette Laborde ◽  
Corey Brady ◽  
Sara Dalton ◽  
Hans-Stefan Siller ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Secondary Mathematics ◽  
Secondary Mathematics Education ◽  
Upper Secondary

scholarly journals A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities

2018 ◽  
Vol 12 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Chester Weatherby ◽  
Donna Kotsopoulos ◽  
Douglas Woolford ◽  
Laaraib Khattak
Keyword(s):  
Mathematics Education ◽  
Standardized Testing ◽  
Secondary Mathematics ◽  
Online Information ◽  
Cross Sectional ◽  
Mathematics Scores ◽  
Canadian Universities ◽  
Mathematics Majors ◽  
Post Secondary ◽  
University Mathematics

In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors and son on are most likely to seek for mathematics support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities (including “university colleges”). Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across all institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics.

scholarly journals Inquiry-Based Learning Practices in Lower-Secondary Mathematics Education Reported by Students from China and the Netherlands

2020 ◽  
Author(s):  
Luhuan Huang ◽  
Michiel Doorman ◽  
Wouter van Joolingen
Keyword(s):  
Mathematics Education ◽  
The Netherlands ◽  
Group Work ◽  
Secondary Mathematics ◽  
Beijing Area ◽  
Inquiry Based Learning ◽  
Secondary Mathematics Education ◽  
Learning Practices ◽  
Dutch Sample ◽  
Teaching Cultures

Abstract Inquiry-based learning (IBL) emphasizes learning through experiencing and constructing. Where IBL is often applied in science education, the conceptualization of IBL practices in mathematics education is less obvious. We compared students’ reports on IBL practices in two different teaching cultures as an attempt to better understand IBL practices in connection with overarching teaching cultures. In this study, we investigated IBL practices in lower-secondary mathematics lessons in the Beijing area and the Netherlands through a survey about the experiences and preferences of 858 Chinese students and 441 Dutch students. Results show that students from the Beijing sample reported experiencing IBL activities in most mathematics lessons, while students from the Dutch sample reported them in some lessons, and both preferred the same amount of IBL activities as they experienced. The Dutch sample reported little experience with posing questions to tackle. The study also suggests a correlation between IBL experience and IBL preference of each class: students with more IBL experience are likely to show a higher preference for IBL activities. Results of this study do not confirm expectations based on stereotypes about the two teaching cultures. The students’ perspective in both samples suggests that providing complex problems and organizing group work have potential for further encouraging IBL in mathematics.

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