scholarly journals Análise das metodologias empregadas nos artigos da revista Educação Matemática Pesquisa referentes ao tema Álgebra no Ensino Superior no período de 2010 a 2020Analysis of the methodologies carried out in the articles of the journal Mathematical Education Research related to the theme Algebra in Higher Education from the period of 2010 to 2020

2021 ◽  
Vol 22 (3) ◽  
pp. 572-608
Author(s):  
Barbara Lutaif Bianchini ◽  
Gabriel Loureiro de Lima
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Methodological Approach ◽  
Field Work ◽  
Mathematical Education ◽  
Structured Interviews ◽  
Research Journal ◽  
Field Works

ResumoNeste artigo apresentamos um mapeamento, na concepção de Biembengut, a respeito das metodologias adotadas em suas pesquisas pelos autores dos artigos sobre o ensino e a aprendizagem de Álgebra no Ensino Superior publicados na revista Educação Matemática Pesquisa (EMP), entre os anos de 2010 e 2020. Buscamos, a partir de um corpus composto por 14 investigações, identificar os objetivos, a abordagem metodológica adotada intentando alcançá-los, os procedimentos utilizados para a coleta e análise dos dados, os tipos de fontes utilizados e, caso se aplique, os sujeitos. Em relação às perspectivas metodológicas, todas as 14 investigações são de cunho qualitativo, com predominância de pesquisas puramente de campo (11) em relação às pesquisas puramente documentais (duas) e às que combinam pesquisa bibliográfica e pesquisa de campo (uma). Nas pesquisas de campo, observamos que os temas das investigações foram trabalhados por meio da realização de entrevistas semiestruturadas com estudantes da Licenciatura em Matemática e com professores investigadores, além de intervenções com professores em capacitação e com estudantes da Licenciatura em Matemática e da Engenharia, entre outros sujeitos. A partir do corpus analisado, não podemos dizer que há evidências de reconfigurações ou reorganizações ocasionadas pelas tecnologias digitais, no que tange à metodologia das pesquisas em Educação Matemática.Palavras-chave: Metodologia, Mapeamento, Revista Educação Matemática Pesquisa, Álgebra no Ensino Superior.AbstractIn this article we present a mapping, in the conception of Biembengut, regarding the methodologies adopted in the studies by the authors of the articles regarding the teaching and learning of Algebra in Higher Education published in the journal Mathematical Education Research (EMP) between the years 2010 and 2020. Based on a corpus of work composed by 14 investigations, we intended to identify the objectives, the methodological approach adopted aiming to reach them, the procedures used to collect and analyze the data, the types of sources used, and in case it applies, the subjects. Regarding the methodological perspectives, all 14 articles are of qualitative nature, with a predominance of studies which are purely field works (11), compared to those which are purely documental (two) and those which combine bibliographic research and field work (one). The use of a Study and Research Path, in the framework of the Anthropological Theory of the Didactic, present in two studies, constitutes itself as an innovative methodological approach. In the field works we observe that the themes of the investigations were worked by means of: semi-structured interviews carried out with students of the Mathematics undergraduate programs and with research teachers; interventions with teachers in training, undergraduate Mathematics students, undergraduate Engineering students, students without having their graduation specified and the analysis of participation of subjects (without specifying which) in a forum of Mathematics. Based on the corpus of work analyzed, we are not able to state that there are signs of reconfigurations or reorganizations caused by digital technologies in terms of methodologies of studies in Mathematical Education.Keywords: Methodology, Mapping, Mathematical Education Research Journal, Algebra in Higher Education. ResumenEn este artículo presentamos un mapeado, enmarcado en la concepción de Biembengut, referente a las metodologías adoptadas en las investigaciones realizadas por los autores de los artículos sobre la enseñanza y el aprendizaje del Álgebra en la Enseñanza Superior, publicados en la revista Educação Matemática Pesquisa (EMP), entre los años de 2010 y 2020. Buscamos, a partir del corpus conformado por 14 investigaciones, identificar los objetivos, el abordaje metodológico adoptado intentando alcanzarlos, los procedimientos utilizados para la recolección y análisis de los datos, los tipos de fuentes utilizados y, en caso se aplique, los sujetos. En relación a las perspectivas metodológicas, las 14 investigaciones son de tipo cualitativo, con predominancia de investigaciones puramente de campo (11), en relación a las investigaciones puramente documentales (dos) y las que combinan investigación bibliográfica e investigación de campo (una). El empleo del Recorrido de Estudio e Investigación, en el ámbito de la Teoría Antropológica de lo Didáctico, presente en dos investigaciones, constituye un abordaje metodológico innovador. En las investigaciones de campo observamos que los temas de las investigaciones fueron trabajados por medio de la realización de entrevistas semiestructuradas con estudiantes de la Licenciatura en Matemática y con profesores investigadores; y de intervenciones con profesores en capacitación, estudiantes de la Licenciatura en Matemática, estudiantes de Ingeniería, con estudiantes sin especificar el curso y análisis de participaciones de sujetos (sin especificar cuáles) en un fórum sobre Matemática. A partir del corpus analizado, no podemos decir que hay evidencias de reconfiguraciones o reorganizaciones ocasionadas por las tecnologías digitales, en lo que respecta a la metodología de las investigaciones en Educación Matemática.Palabras clave: Metodología, Mapeado, Revista Educação Matemática Pesquisa, Álgebra en Educación Superior

scholarly journals ACTIVE TEACHING THROUGH MATHEMATICAL PROBLEMS IN PRIMARY SCHOOL / AKTYVUSIS MOKYMAS SPRENDŽIANT MATEMATIKOS UŽDAVINIUS PRADINĖSE KLASĖSE

2020 ◽  
Vol 1 (41) ◽  
pp. 213
Author(s):  
Tamar Dograshvili
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Mathematical Education ◽  
Teaching Process ◽  
Active Teaching ◽  
Mathematical Problems ◽  
Methodological Approaches ◽  
Primary School Pupils

<p>Active teaching is a key component in the education system at all stages of education. In practice, introduction of active teaching in mathematics teaching in primary school poses significant challenges for teachers. To solve this problem, we have developed a methodological approach described in this article. In particular, we suggest an active teaching model whose realization is linked to the inclusion of problems with developmental and interdisciplinary content in the teaching process in mathematics classes. The solutions of these problems are associated with particular themes in mathematics classes. We discuss the methodology for constructing the systems of problems with developmental and interdisciplinary content in accordance with particular themes in mathematics classes in primary school, which is based on the scheme that we developed. We have also analyzed the indicators of including such problems in mathematics classes in primary school and the results of the educational experiment demonstrating that the author’s methodological approaches provide a high quality of mathematical education for primary school pupils, make the teaching process interesting and attractive, and ensure their involvement in the process of active teaching and learning through the systems of specially selected problems.</p><p>Aktyvusis mokymas yra pagrindinis ugdymo sistemos komponentas visais ugdymo etapais. Praktinis aktyviojo matematikos mokymo pradinėse klasėse įgyvendinimas mokytojams kelia rimtų iššūkių. Norėdami išspręsti šią problemą, mes sukūrėme metodinę prieigą, aprašytą šiame straipsnyje. Mes siūlome aktyviojo mokymo modelį, kurio įgyvendinimas yra susijęs su lavinamojo ir tarpdalykinio turinio uždavinių įtraukimu į mokymo procesą matematikos pamokose. Šių uždavinių sprendimai yra susiję su konkrečiomis temomis, nagrinėjamomis per matematikos pamokas. Mes aptariame lavinamojo ir tarpdalykinio turinio uždavinių sistemų konstravimo metodiką, pagrįstą mūsų sudaryta schema, pagal konkrečias pradinių klasių matematikos pamokų temas. Taip pat išanalizavome tokių uždavinių įtraukimo į matematikos pamokas pradinėse klasėse rodiklius ir edukacinio eksperimento rezultatus, parodydami, kad autorės metodinės prieigos lemia aukštą pradinių klasių mokinių matematinio ugdymo kokybę, mokymo procesą daro įdomų bei patrauklų ir užtikrina mokinių dalyvavimą aktyvaus mokymo bei mokymosi procese sprendžiant tikslingai parinktų uždavinių sistemas</p>

Understanding Cloud Computing in a Higher Education Context

2018 ◽  
pp. 1153-1163
Author(s):  
Lucy Self ◽  
Petros Chamakiotis
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Education Research ◽  
Information Systems ◽  
Thematic Analysis ◽  
Methodological Approach ◽  
Higher Education Research ◽  
Qualitative Thematic Analysis ◽  
It Department ◽  
Fortune 100

Cloud computing has become prevalent in many sectors today, including higher-education. The study is premised on the assumption that despite the popularity of cloud computing in higher education, research within this context remains limited. The study, which is qualitative and exploratory in nature, involved an innovative methodological approach, drawing on interviews with three groups of participants: (a) members of a global, Fortune 100 technology company supplying cloud solutions; (b) members of a selected UK university's IT department implementing cloud solutions; and (c) students from the same UK university using cloud solutions. The findings improve understanding around cloud solutions in the higher education context by unpacking—through a qualitative thematic analysis approach—relevant themes that inform the extant information systems literature. Finally, the study provides recommendations for future researchers, cloud suppliers, universities, and students.

scholarly journals Cufflinks, photos and YouTube: the benefits of third object prompts when researching race and discrimination in elite higher education

2020 ◽  
pp. 146879412097260
Author(s):  
Constantino Dumangane
Keyword(s):  
Higher Education ◽  
Young People ◽  
Methodological Approach ◽  
Structured Interviews ◽  
Black British ◽  
Counter Narratives ◽  
Research Techniques ◽  
Sensitive Issues

Research suggests that interviews, unaided by additional methods, may be an ineffective way to explore young people’s experiences with sensitive issues. Researching minority youth’s experiences on personal or emotionally charged issues requires research techniques that enable young people to reflect on issues in a way that reduces the potential discomfort involved in such discourse. This article discusses the methodological approach of incorporating interviews with ‘third objects’ via photos, cufflinks and video in a study aimed at facilitating conversations with black British university men about the significance of their parents guidance during their formative and adolescent years, and their experiences with racism during their higher education studies. The overarching message of this article is that when exploring personal and sometimes emotional topics, the implementation of third object visual and physical prompts with semi-structured interviews can contribute to the depth of findings by unearthing the seldom heard counter-narratives of marginalised ‘others’.

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals Education and innovation: impacts during a global pandemic in a higher education institution

2021 ◽  
Vol 92 ◽  
pp. 01053
Author(s):  
Ana Vale ◽  
Nazaré Coimbra ◽  
Alcina Martins ◽  
José Oliveira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Collaborative Work ◽  
Value Added ◽  
Education Institution ◽  
Structured Interviews ◽  
Higher Education Institution ◽  
Educational Challenge ◽  
Short Period

Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

scholarly journals Exploring the potential of digital teaching portfolios to support in/non-formal professional development for those who teach in Higher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 1-13
Author(s):  
Laura Costelloe
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Early Career ◽  
Structured Interviews ◽  
Academic Practice ◽  
Development Framework ◽  
Graduate Certificate ◽  
National Forum

It is broadly recognised that professional development (PD) to enhance academic practice amongst those who teach in Higher Education (HE) encompasses a range of approaches; while there is an established culture of accredited PD provision – particularly for early-career academics – literature points to a preference among more established faculty for non-accredited or informal PD activities such as workshops, projects, conferences, professional dialogue, experimental approaches or activities related to the scholarship of teaching and learning (Ashgar and Pilkington 2018; Kálmán et al. 2019; Spowart et al. 2017). The provision of accredited PD is now commonplace in the Irish context and many Irish HE Institutions offer programmes in academic practice at Graduate Certificate, Diploma or Masters Level (Maguire et al. 2017; Maguire et al. 2015). However, evidence also points to a long-standing culture of engagement in in- and non-formal PD activities among Irish HE teachers (Kenny et al. 2015). This has been recognised in the Irish National Professional Development Framework which is underpinned by an ‘acknowledgement of the spectrum of activities that could be considered under the umbrella of PD’ (National Forum 2016a; National Forum 2016b). Thus, a considerable amount of the professional learning that is undertaken to enhance academic practice takes place through experiential or work-based practices including communities of practice, conversations with colleagues and practice-based innovations (Knight et al. 2006; Nerantzi 2015; Warhurst 2008). Furthermore, there is a growing body of literature highlighting the use of portfolios to support academic professional learning activities and reflective practice in Higher Education (Costelloe et al. 2019; Hamilton 2018; Hoekstra and Crocker 2015; O'Farrell 2007; Pelger and Larsson 2018). Described as ‘a purposeful collection of evidence, consisting of descriptions, documents and examples of what is good teaching for the teacher’ (de Rijdt et al. 2006, p.1086), portfolios are being used in multiple ways to support PD: to provide evidence of a quality approach to professional development, to document teaching practices for the purposes of promotion, to showcase and reflect on academic practice and to provide evidence of engagement with PD activities. An eportfolio adds an extra dimension to the affordances of a more traditional portfolio through the potential inclusion of multimedia artefacts such as audio, video and text to capture, share and reflect on academic practice.          Bearing in mind the Irish HE context and the recent introduction of the National Professional Development Framework, this paper will explore the potential of eportfolios – and specifically digital teaching or professional practice portfolios – to support, document and evidence the wealth of non-accredited and in/non-formal professional learning undertaken by HE teachers to enhance academic practice. Drawing on semi-structured interviews carried out with Irish HE teachers in three institutions in the Mid-West region, this paper will consider how digital teaching portfolios offer a space to capture, evidence, reflect on and share the wealth of practice-based and in/non-formal PD in which HE teachers engage.

scholarly journals Engineering Students' EFL Needs at the Tertiary Level of Education in Bangladesh: Expectations and Existence

2021 ◽  
Vol 3 (2) ◽  
pp. 114-126
Author(s):  
Md. Habibur Rahman ◽  
Md. Musrifur Jelane
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Engineering Students ◽  
Language Skills ◽  
Tertiary Level ◽  
Structured Interviews ◽  
Level Of Education ◽  
Basic Language ◽  
Language Needs ◽  
Mixed Approach

Conducting needs analysis is a prevalent phenomenon in designing curriculum in language teaching and learning. This paper explored the English language needs of engineering students at the tertiary level of education in Bangladesh vis-à-vis four basic language skills. Moreover, this paper tried to shed some light on the gaps between learners’ present level of competence and target needs. This study followed the mixed approach (both quantitative approach and qualitative approach) to collect data through questionnaires, semi-structured interviews, and focus group discussions. Under the random stratified sampling method, the study collected data from 99 undergraduate engineering students and 15 EFL teachers from different universities in Bangladesh. The findings of the study revealed that engineering students felt the ardent need for all the four major language skills (listening, speaking, reading, and writing). The findings also addressed the needs of the subskills regarding each language skill. Additionally, the offered courses were not adequately addressing the language needs of the students. Moreover, the duration and number of English language classes were not sufficient to meet the needs of the engineering students. Based on the findings, this study made some recommendations to minimize the gaps between engineering students’ present and target needs of the English language.

scholarly journals Implementation of the utility value intervention: An adaptation of implementation science frameworks for higher education teaching and learning research

2020 ◽  
Author(s):  
Raechel N. Soicher ◽  
Kathryn A. Becker-Blease
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Implementation Science ◽  
Teaching And Learning ◽  
Evidence Based ◽  
Higher Education Research ◽  
Research Practice ◽  
Evidence Based Practices ◽  
Practical Applications ◽  
Practice Gap

The research-practice gap refers to the failure of empirical effectiveness research to translate meaningfully into practical applications. In higher education research, this is evident in the low use or uptake of evidence-based practices in college classrooms. To help address the research-practice gap, educational researchers can draw on theories, frameworks, and methodologies from implementation science. Implementation science is a field of research originating in public health specifically designed to study the variables related to the process of getting evidence-based practices into routine use. The present study adapted multiple frameworks and validated measures of implementation outcomes to identify the facilitators to and barriers of implementing a motivational intervention in university-level general psychology courses. The results highlight organizational, instructor, and student-level factors that influence implementation. The study itself provides a demonstration of how to incorporate elements of implementation science into higher education research.

Conceptualizing language, culture and intercultural communication in higher education languages programs

2019 ◽  
Vol 42 (2) ◽  
pp. 192-213
Author(s):  
Paul J. Moore ◽  
Adriana Díaz
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Academic Staff ◽  
Approaches To Teaching ◽  
Structured Interviews ◽  
Language And Culture ◽  
Australian Universities

Abstract Languages curricula are an important, yet underutilized, site for students’ development of intercultural knowledge, awareness and skills in higher education, though there has been little related empirical research. Given the key role teachers play in student learning, in the context of two Australian universities, this study explores language teaching academics’ perspectives on language, culture and intercultural communication, and how these are reflected in their teaching approaches. As part of a larger needs analysis project into the teaching of languages and intercultural communication, this article reports on semi-structured interviews with ten academic staff engaged in teaching and/or researching languages, and one study abroad coordinator with a language teaching background. Interpretations of the key concepts varied, as did participants’ reported approaches to teaching, from critical to instrumental. Teachers’ interpretations and approaches were influenced by their teaching and learning histories, and while there were a range of approaches to the incorporation of the (inter)cultural in the teaching of languages, this was approached more critically than reported in previous studies. Contextual features which may limit such integration of language and culture are discussed, as is the contribution of languages teachers to students’ development of intercultural competence.

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