Instructors’ use of technology in post-secondary undergraduate mathematics teaching: a local study

2015 ◽  
Vol 47 (2) ◽  
pp. 216-232
Author(s):  
A.T. Jesso ◽  
M.F. Kondratieva
Keyword(s):  
Mathematics Teaching ◽  
Undergraduate Mathematics ◽  
Local Study ◽  
Post Secondary ◽  
Use Of Technology

The Invisible Pandemic of Grief: Finding Meaning in Our Collective Pain

2020 ◽  
pp. 105413732096388
Author(s):  
Clint-Michael Reneau ◽  
Berenecea Johnson Eanes
Keyword(s):  
United States ◽  
Secondary Education ◽  
Meaning Making ◽  
Daily Practice ◽  
The United States ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Finding Meaning ◽  
Use Of Technology ◽  
Faculty And Administrators

Globally, educators approach screens full of faces in a scene becoming more common in daily practice. This harrowing time of pandemic has opened a range of emotions not only for our students, but within ourselves due to physical distancing and the increased use of technology to engage one another. As a result, embracing our vulnerability and recognizing how grief is impacting our lives and our work is necessary at this time. Using an ethnological approach, the authors explore issues of loss, grief, meaning-making, and the benefits of sharing our experience with each other. If we can name it, perhaps we can manage it. Written from the perspective of post-secondary education in the United States, this article is intended for staff, faculty, and administrators who work in post-secondary education.

scholarly journals Threshold Concepts and Undergraduate Mathematics Teaching

PRIMUS ◽  
2016 ◽  
Vol 26 (9) ◽  
pp. 837-847 ◽  
Author(s):  
Sinéad Breen ◽  
Ann O’Shea
Keyword(s):  
Mathematics Teaching ◽  
Threshold Concepts ◽  
Undergraduate Mathematics

scholarly journals Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Sven Trenholm ◽  
Julie Peschke
Keyword(s):  
Social Learning ◽  
Communities Of Practice ◽  
Undergraduate Education ◽  
Mathematics Teaching ◽  
Learning Systems ◽  
Undergraduate Mathematics ◽  
Face To Face ◽  
Education Community ◽  
Pedagogical Development

Abstract The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.

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