scholarly journals Family Math Night: increasing engagement in university mathematics courses for prospective teachers

2019 ◽  
Vol 51 (7) ◽  
pp. 1059-1087
Author(s):  
Eva Thanheiser
Keyword(s):  
Prospective Teachers ◽  
Mathematics Courses ◽  
University Mathematics

scholarly journals Coherently Organised Digital Exercises and Expositions

2020 ◽  
Author(s):  
Chris Sangwin ◽  
George Kinnear
Keyword(s):  
Online Learning ◽  
Retrieval Practice ◽  
New Technology ◽  
Evidence Based ◽  
Learning Materials ◽  
Evidence Based Practices ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Spaced Retrieval ◽  
Online Quizzes

We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

University Mathematics Content Courses and Elementary Prospective Teachers: A Review of Research from 1990 to 2014

2018 ◽  
Vol 41 (1) ◽  
pp. 23-42
Author(s):  
Susan Swars Auslander ◽  
Lynn C. Hart ◽  
Jody Carothers ◽  
Tiffany Jacobs ◽  
Cliff Chestnutt
Keyword(s):  
Prospective Teachers ◽  
University Mathematics ◽  
Mathematics Content Courses

Models of Instruction Technology for Mathematics

2005 ◽  
Vol 277-279 ◽  
pp. 219-225
Author(s):  
Hyang Sook Kim ◽  
Young Mi Kim
Keyword(s):  
Mathematics Courses ◽  
University Mathematics ◽  
Probabilistic Simulation

In this paper, we give examples of three models created for use in teaching university mathematics courses. We estimate the area of a figure by probabilistic simulation and illustrate various examples of parametric cycloids.

Describing Reasoning in Early Elementary School Mathematics

2002 ◽  
Vol 9 (4) ◽  
pp. 234-237
Author(s):  
David A. Reid
Keyword(s):  
High School ◽  
Mathematical Reasoning ◽  
Learning Activities ◽  
Elementary Level ◽  
Early Elementary ◽  
Mathematics Courses ◽  
Elementary School Mathematics ◽  
University Mathematics ◽  
Early Elementary School ◽  
Explicit Discussion

NCTM's Standards documents (1989, 2000) call for increased attention to the development of mathematical reasoning at all levels. In order to accomplish this, teachers need to be attentive to their students' reasoning and aware of the kinds of reasoning that they observe. For teachers at the early elementary level, this may pose a challenge. Whatever explicit discussion of mathematical reasoning they might have encountered in high school and university mathematics courses could have occurred some time ago and is unlikely to have included the reasoning of children. The main intent of this article is to give teachers examples of ways to reason mathematically so that they can recognize these kinds of reasoning in their own students. This knowledge can be beneficial both in evaluating students' reasoning and in evaluating learning activities for their usefulness in fostering reasoning.

Preservice-Teacher Interviews: A Tool for Motivating Mathematics Learning

2013 ◽  
Vol 1 (2) ◽  
pp. 137-147 ◽  
Author(s):  
Eva Thanheiser ◽  
Randolph A. Philipp ◽  
Jodi Fasteen ◽  
Krista Strand ◽  
Briana Mills
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
Motivation To Learn ◽  
School Teachers ◽  
Teacher Interviews ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Beliefs About Mathematics ◽  
Initial Content

Helping prospective elementary school teachers (PSTs) recognize that they have something useful to learn from university mathematics courses remains a constant challenge. We found that an initial content interview with PSTs often led to the PSTs' changing their beliefs about mathematics and about their understanding of mathematics, leading to the recognition that (a) there is something to learn beyond procedures, (b) their own knowledge is limited and they need to know more to be able to teach, and (c) engaging in the mathematical activities in their content courses will lead them to learning important content. Thus, such an interview can set PSTs on a trajectory characterized by greater motivation to learn in their content courses.

scholarly journals Acessar ou Interagir? Uma Análise em Disciplinas da Licenciatura em Matemática no Cederj

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Robson Marques De Souza ◽  
Marcelo Almeida Bairral
Keyword(s):  
Distance Education ◽  
Virtual Environment ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Rio De Janeiro ◽  
Master's Degree ◽  
Discrete Mathematics ◽  
Undergraduate Mathematics ◽  
Mathematics Courses ◽  
Prospective Mathematics Teachers

Este artigo é recorte de uma pesquisa de mestrado que analisou aspectos da formação inicial em Matemática no Polo do Centro de Educação Superior a Distância do Estado do Rio de Janeiro (Cederj) em Paracambi-RJ. Exemplifica sucintamente diferentes ferramentas disponibilizadas na plataforma e reflete sobre possíveis formas de promover interação entre licenciandos em Matemática. Ilustra acessos em três disciplinas (Matemática Discreta, Pré-Cálculo e Instrumentação no Ensino de Geometria (IEG)) obtidos por meio do histórico de entradas no ambiente no período de julho a dezembro de 2013. Identifica momentos específicos nos quais os licenciandos utilizam as ferramentas comunicativas para estabelecer contato com professores, tutores e colegas de curso, seja para sanar dúvidas, realizar ou postar atividades. Esses momentos estão concentrados nos períodos de avaliação, sendo uma exceção a disciplina IEG, na qual se detectou um acesso mais regular e indícios que sugerem maior interação no ambiente virtual da disciplina.Palavras-chave: Educação a Distância, Plataforma Cederj, Licenciatura em Matemática, interação.  Access or Interact? An Analysis of Undergraduate Courses of the Prospective Mathematics Teachers at CEDERJAbstract This article is part from a master's degree research that analyzed aspects of prospective mathematics teachers at the Polo Cederj in Paracambi-RJ. It briefly describes various tools available on the platform and reflects on ways to promote interaction among undergraduates students in Mathematics. It illustrates the access in three subjects (Discrete Mathematics, Pre-Calculus and Didactic of Geometry (DG)) obtained through the log access in the virtual environment in the period from July to December, 2013. It identifies specific times in which prospective teachers seek the tools and use them to make contact with teachers, tutors and fellow course, is to clarify doubt, perform or post activities. These moments are concentrated in the periods of assessment, as an exception to DG subject, in which were found more regular access and evidence to suggest more interaction within virtual environment of course.Keywords: Distance Education, Cederj platform, Undergraduate Mathematics Courses, interaction.

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