scholarly journals Welcoming students to the mathematics community: obstacles to “belonging”

2021 ◽  
Vol 19 (2) ◽  
Author(s):  
Noel-Ann Bradshaw ◽  
Tony Mann
Keyword(s):  
Mathematics Community

This paper reflects on some of the obstacles which lead some students, particularly those from non-traditional academic backgrounds, to question whether they “belong” to the mathematics community.

Enjoy the pursuit, as Andrew Wiles did with Fermat’s Last Theorem

2020 ◽  
pp. 137-142
Author(s):  
Susan D'Agostino
Keyword(s):  
Mathematics Students ◽  
Fermat's Last Theorem ◽  
Fermat’S Last Theorem ◽  
The Face ◽  
Mathematics Community ◽  
The Way

“Enjoy the pursuit, as Andrew Wiles did with Fermat’s Last Theorem” recounts the story of how mathematician Andrew Wiles was undaunted in the face of 350 years’ worth of mathematicians’ failed efforts at attempting to solve Fermat’s Last Theorem. He believed in his abilities and ultimately succeeded in providing a proof. Along the way, he satisfied a human longing to seek knowledge and energized the mathematics community. Mathematics students and enthusiasts are encouraged to remember to value the journey in mathematical and life pursuits, even when they struggle. At the chapter’s end, readers may check their understanding by working on a problem. A solution is provided.

scholarly journals How Does a Mathematician Fit in? A Mixed-Methods Analysis of University Students’ Sense of Belonging in Mathematics

2020 ◽  
Vol 6 (3) ◽  
pp. 475-494 ◽  
Author(s):  
Juulia Lahdenperä ◽  
Juuso Henrik Nieminen
Keyword(s):  
Mixed Methods ◽  
Sense Of Belonging ◽  
Scientific Community ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Social Community ◽  
University Mathematics ◽  
The Social ◽  
Student Profiles ◽  
Mathematics Community

Abstract University mathematics has been described as a setting that has challenges in inviting everyone to be part of the mathematics community. Thus, university mathematics offers an important context for research on belonging. For this study, we utilised a mixed-methods approach to investigate the various ways mathematics students belong or do not belong to the mathematics community. Based on both quantitative and qualitative analyses, three student profiles were identified: Members of the Scientific Community, Members of the Social Community, and Non-Members. The first profile highlights students’ belonging to the scientific community, the second profile emphasises belonging to the social community of students, and in the third profile students’ responses reflected various ways of not belonging to the mathematics community. In addition, we elaborate on how university mathematics learning environments both promote and hinder students’ sense of belonging. Overall, the study broadens the understanding of the ways of belonging in the mathematics context and provides suggestions for teaching to address the issues of exclusion that are currently present in the culture of university mathematics.

Multicultural Literature as a Context for Problem Solving: Children and Parents Learning Together

2002 ◽  
Vol 8 (8) ◽  
pp. 448-454
Author(s):  
Marilyn E. Strutchens
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Multicultural Literature ◽  
School Mathematics ◽  
Social Environments ◽  
Children And Parents ◽  
Learning School ◽  
Different Cultures ◽  
Mathematics Community ◽  
Learning Together

In recent years, the mathematics community has given more attention to the role that mathematics plays in our cultural society and the contributions of different cultures to mathematics (Bishop 1988; D'Ambrosio 1985; NCTM 1989; Frankenstein 1990; Joseph 1993). Teachers are encouraged to include culture in a variety of ways in the mathematics classroom. Students can be encouraged to use mathematics as a tool to examine their cultural and social environments, traditions, and artifacts. In addition, mathematics learned by students outside the classroom can be used as a bridge to learning school mathematics.

Promising Research, Programs, and Projects: Networking to Make a Parent Project a Dream Come True

1998 ◽  
Vol 4 (6) ◽  
pp. 376-379
Author(s):  
Linda L. Levine
Keyword(s):  
Public Schools ◽  
Elementary Mathematics ◽  
Orange County ◽  
Research Programs ◽  
Parent Project ◽  
Orange County Public Schools ◽  
To Come ◽  
Mathematics Community

In my job as program specialist for elementary mathematics for Orange County Public Schools in Orlando. Florida, the opportunities to network with colleagues, representatives of business and industry, members of the mathematics community, and community personnel are plentiful. One such networking episode enabled my dream for a parent project to come true.

scholarly journals The use of a peer assisted learning scheme within a mathematics degree

2016 ◽  
Author(s):  
Claire Cornock
Keyword(s):  
Support Groups ◽  
Group Contribution ◽  
First Year ◽  
Peer Assisted Learning ◽  
First Year Students ◽  
Assessment Task ◽  
Learning Scheme ◽  
The Creation ◽  
Very High ◽  
Mathematics Community

The peer assisted learning (PAL) scheme in the mathematics degree at Sheffield Hallam University consists of final year PAL leaders guiding groups of first year students through an assessment task. Evaluation of the scheme in 2014-15 took place through a number of methods, including questionnaires, reflective log book comments and group contribution sheets. The scheme was found to help to ease the transition into university, help develop a mathematics community through the creation of support groups, and encourage inter-year interactions, developing skills, and increasing confidence of all involved. Engagement and enjoyment was very high and success extended far beyond the duration of the scheme. Despite the overall success, improvements will be made following on from comments and suggestions made by students.

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