Proof Practices and Constructs of Advanced Mathematics Students

1994 ◽  
Vol 20 (1) ◽  
pp. 41-53 ◽  
Author(s):  
Robert Coe ◽  
Kenneth Ruthven
Keyword(s):  
Advanced Mathematics ◽  
Mathematics Students

Sharing Teaching Ideas: Graphical Transformations and Calculator Greeting Cards

2001 ◽  
Vol 94 (2) ◽  
pp. 106-110
Keyword(s):  
Mathematics Classroom ◽  
Linear Equations ◽  
Linear Functions ◽  
Advanced Mathematics ◽  
Algebraic Equations ◽  
Mathematics Students ◽  
Algebra Students ◽  
Greeting Cards ◽  
Rectangular Coordinates ◽  
Different Characteristics

Greeting cards exist in many forms—homemade, store-bought, musical, and Internet cards—just to name a few. With the availability of graphing calculators, the creativity and fun of making greeting cards can be brought into the mathematics classroom to enhance students' understanding of functions. Graphing-calculator greeting cards can take on different characteristics and can be created by students at different mathematics levels. A central objective of the task is to use algebraic equations to create desired graphical designs that, along with strategically placed text, extend a calculator greeting. The algebraic equations used can range in difficulty from linear functions in rectangular coordinates to polar or parametric equations. Algebra students who are learning about linear equations, as well as advanced mathematics students who are working with a broad range of families of functions and relations, can create calculator greeting cards.

scholarly journals Shortcomings of the ‘approaches to learning’ framework in the context of undergraduate mathematics

2019 ◽  
Vol 8 (3) ◽  
pp. 293
Author(s):  
Ellie Darlington
Keyword(s):  
Higher Education ◽  
Study Skills ◽  
Approaches To Learning ◽  
Mixed Methods Study ◽  
Advanced Mathematics ◽  
Mathematics Students ◽  
Structured Interviews ◽  
High Stakes ◽  
University Mathematics ◽  
Learning Framework

Students’ approaches to learning are heavily researched in higher education, and are of particular concern in the field of mathematics where many students have been found to struggle with the transition to university mathematics. This article outlines a mixed methods study which sought to describe undergraduate mathematicians’ approaches to learning using the deep-surface-strategic ‘trichotomy’ using the Approaches and Study Skills Inventory for Students with 414 mathematics students and semi-structured interviews with a subset of 13 at a leading British university. Analysis found that neither the ‘approaches to learning’ framework nor the inventory can effectively describe students’ study practices, and conceal important elements of how students learn advanced mathematics for examinations. Therefore, it is important that educators do not try to oversimplify students’ methods using quantitative questionnaires but do seek to support those who would otherwise rely solely on memorisation as a means of passing high-stakes examinations.

Serving the Needs of Intellectually Advanced Mathematics Students in Grades K-6

2012 ◽  
Vol 27 (2) ◽  
pp. 85-88
Author(s):  
Taisir Subhi Yamin ◽  
Heinz Neber ◽  
Sandra K. Linke ◽  
Scott A. Chamberlin ◽  
Sandra K. Linke
Keyword(s):  
Advanced Mathematics ◽  
Mathematics Students

THE METHODS OF DEVELOPING COMPUTATIONAL THINKING OF STUDENTS WHILE STUDYING THE COURSE "NUMERICAL METHODS" BASED ON BLENDED LEARNING

2019 ◽  
pp. 34-41
Author(s):  
M. M. Klunnikova
Keyword(s):  
Numerical Methods ◽  
Blended Learning ◽  
Computational Thinking ◽  
Individual Characteristics ◽  
Diagnostic Model ◽  
Mathematics Students ◽  
Professional Activities ◽  
Cognitive Component ◽  
Professional Field ◽  
The Individual

The work is devoted to the consideration of improving the quality of teaching students the discipline “Numerical methods” through the development of the cognitive component of computational thinking based on blended learning. The article presents a methodology for the formation of computational thinking of mathematics students, based on the visualization of algorithmic design schemes and the activation of the cognitive independence of students. The characteristic of computational thinking is given, the content and structure of computational thinking are shown. It is argued that a student with such a mind is able to manifest himself in his professional field in the best possible way. The results of the application of the technique are described. To determine the level of development of the cognitive component of computational thinking, a diagnostic model has been developed based on measuring the content, operational and motivational components. It is shown that the proposed method of developing computational thinking of students, taking into account the individual characteristics of students’ thinking, meaningfully based on the theoretical and practical aspects of studying the discipline, increases the effectiveness of learning the course “Numerical methods”. The materials of the article are of practical value for teachers of mathematical disciplines who use information and telecommunication technologies in their professional activities.

PENERAPAN STRATEGI PEMBELAJARAN INQUIRY DENGAN PENDEKATAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII-D SMPN 4 TAMBANG

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Zulkifli Zulkifli
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Mathematics Students ◽  
Algebraic Form ◽  
Student Activity ◽  
Average Value ◽  
The Subject ◽  
Improve Student Learning

This research is based on the low learning outcome of mathematics students of grade VIII SMPN 4 Tambang.The purpose of this research is to improve the learning outcomes of mathematics through the application ofinquiry learning with CTL approach. This research was conducted in SMPN 4 Tambang with subject of classVIII-D students with 29 students. This classroom action research was started in early January 2017. Theresearch instrument consists of a teacher and student activity sheet instrument and a test of learning outcomes.Based on the results of research and discussion can be concluded that the strategy of inquiry learning with CTLapproach can improve student learning outcomes of mathematics on the subject matter of algebraic form inclass VIII-D SMPN 4 Tambang. On the basic score the number of students who reached the KKM as many as 14people (48.28%) with an average score of 58.79. In cycle I the number of students who reach the KKM of 19people (65.52%) with an average value of 65.69%. In cycle II the number reaching KKM is 25 people (86.21%).

Mathematical Knowledge and the Interplay of Practices

2015 ◽  
Author(s):  
José Ferreirós
Keyword(s):  
Mathematical Knowledge ◽  
A Priori ◽  
Philosophy Of Mathematics ◽  
Advanced Mathematics ◽  
New Approach ◽  
Agent Based ◽  
Epistemology Of Mathematics ◽  
Actual Experience ◽  
Elementary Math ◽  
Mathematical Tradition

This book presents a new approach to the epistemology of mathematics by viewing mathematics as a human activity whose knowledge is intimately linked with practice. Charting an exciting new direction in the philosophy of mathematics, the book uses the crucial idea of a continuum to provide an account of the development of mathematical knowledge that reflects the actual experience of doing math and makes sense of the perceived objectivity of mathematical results. Describing a historically oriented, agent-based philosophy of mathematics, the book shows how the mathematical tradition evolved from Euclidean geometry to the real numbers and set-theoretic structures. It argues for the need to take into account a whole web of mathematical and other practices that are learned and linked by agents, and whose interplay acts as a constraint. It demonstrates how advanced mathematics, far from being a priori, is based on hypotheses, in contrast to elementary math, which has strong cognitive and practical roots and therefore enjoys certainty. Offering a wealth of philosophical and historical insights, the book challenges us to rethink some of our most basic assumptions about mathematics, its objectivity, and its relationship to culture and science.

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