scholarly journals A collaboratively-derived research agenda for e-assessment in university mathematics

2021 ◽  
Author(s):  
George Kinnear ◽  
Ian Jones ◽  
Chris Sangwin ◽  
Maryam Alarfaj ◽  
Ben Davies ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Research Agenda ◽  
Collaborative Development ◽  
Mathematical Skills ◽  
University Teachers ◽  
University Mathematics ◽  
Design And Implementation ◽  
Practical Development

This paper describes the collaborative development of an agenda for research on e-assessment in university mathematics. We adapted an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 questions are grouped into 5 broad themes: errors and feedback, students, design and implementation, affordances, and mathematical skills. This agenda gives the framework for a programme of research aligned with practical concerns, that will contribute to both theoretical and practical development.

scholarly journals INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0

2018 ◽  
Vol 16 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Susilahudin Putrawangsa ◽  
Uswatun Hasanah
Keyword(s):  
Mathematics Education ◽  
Learning Environment ◽  
Conceptual Understanding ◽  
Basic Principle ◽  
Digital Technology ◽  
Technology In Education ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Alternative Learning ◽  
Development Of Students

The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is identified that there are three didactical functions of digital technology in mathematics education, such as: (1) Technology for doing mathematics,  that is the technology is incorporated as alternative learning media in doing mathematical activities; (2) Technology for practicing skills, that is the technology is utilized as a learning environment to master particular mathematical skills; (3) Technology for developing conceptual understanding, that is the technology is integrated as a learning environment to develop students’ conceptual understanding of specific mathematical concepts. This last didactical function is the most expected of integrating digital technology in mathematics education.

scholarly journals A Cross-Sectional Analysis of Mathematics Education Practices at Canadian Universities

2018 ◽  
Vol 12 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Chester Weatherby ◽  
Donna Kotsopoulos ◽  
Douglas Woolford ◽  
Laaraib Khattak
Keyword(s):  
Mathematics Education ◽  
Standardized Testing ◽  
Secondary Mathematics ◽  
Online Information ◽  
Cross Sectional ◽  
Mathematics Scores ◽  
Canadian Universities ◽  
Mathematics Majors ◽  
Post Secondary ◽  
University Mathematics

In response to international standardized testing, many countries are examining mathematics education at virtually every level of instruction. Canada is no exception. Declines in mathematics scores in some international standardized tests have raised concerns amongst some stakeholders that a “crisis” may be unfolding and the readiness of students to study mathematics in university. These results raise questions about the ways in which students are streamed into university mathematics and the supports provided once they begin their studies. Our focus in this research was university-level mathematics education. To mimic how students, parents, counselors and son on are most likely to seek for mathematics support, we engaged in a web-based examination of departments of mathematics at 62 Canadian universities (including “university colleges”). Our objectives were to examine the types of degrees offered, admission protocols (including types of streaming or placement tests), methods for remedial support, accessibility of online information, mathematics help centers, courses for non-mathematics majors, and access initiatives as a preliminary step in analyzing the broader Canadian landscape in post-secondary mathematics education. Our findings reveal remarkably consistent practices across all institutions. A rethinking of practices may be necessary in order to support those students that appear to be underprepared for post-secondary mathematics.

One Point of View: Gender and Mathematics Contests

1994 ◽  
Vol 41 (5) ◽  
pp. 238-239
Author(s):  
Rosalie S. Nichols ◽  
V. Ray Kurtz
Keyword(s):  
Mathematics Education ◽  
Point Of View ◽  
Local State ◽  
Mathematical Skills ◽  
Regional State ◽  
And Mathematics ◽  
Current Popularity

Local, regional, state and provincial, and national contests in mathematics certainly generate enthusiasm for mathematics. Thousands of students are experiencing the excitement of comparing their mathematical skills with those of other student their age. Even though reasons for the current popularity of the contest movement are uncertain, this interest does appear to be contributing lO the promotion of mathematics. The movement is even contributing to the growth of local, state, and provincial mathematics education organizations.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

The Influence of the Realistic Mathematics Education Approach and Early Mathematical Ability to Mathematical Literacy

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Andi Permana Sutisna ◽  
Agus Setyo Budi ◽  
Anton Noornia
Keyword(s):  
Mathematics Education ◽  
Mathematical Ability ◽  
Realistic Mathematics Education ◽  
Mathematical Literacy ◽  
Mathematical Skills ◽  
Group Design ◽  
Mathematical Abilities ◽  
Realistic Mathematics ◽  
Class Viii ◽  
Level 2

This research is based on the low level of Indonesian students mathematical literacy test released by PISA in 2015. The purpose of this research is to examine the influence of Realistic Mathematics Education Approach and the earlymathematical ability to mathematical literacy in statistical materials. This research uses group design by level 2 x 2. This study was conducted in students of class VIII. The result of this research shows that there is influence of Realistic Mathematics Education Approach and early mathematical ability to mathematical literacy on statistical matter. Beside that, the Realistic Mathematics Education Approach not only increases mathematical literacy in students with high early mathematical skills, but also in students with low early mathematical abilities.

scholarly journals The Analysis of Pre-service Math Teachers’ Level of Understanding the Derivative Concept within the Context of APOS Theory

2018 ◽  
Vol 48 ◽  
pp. 01064
Author(s):  
Selin Urhan ◽  
Şenol Dost
Keyword(s):  
Mathematics Education ◽  
Geometric Dimension ◽  
Secondary Mathematics ◽  
Apos Theory ◽  
Secondary Mathematics Education ◽  
Math Teachers ◽  
University Mathematics ◽  
Education Community ◽  
Action Process ◽  
Level Of Understanding

APOS (Action-Process-Object-Schema) learning theory is the result of the studies of a mathematics education research group named Research in Undergraduate Mathematics Education Community (RUMEC), whose aim is to examine students’ level of comprehending university mathematics subjects. This study aimed to investigate how secondary mathematics education pre-service teachers in a public university structured the geometric dimension of the concept of derivative in their minds in the context of the components of the APOS theory. As data collection tools, questions developed by Çekmez [1] based on the genetic decomposition of Asiala, Dubinsky, Cottrill and Schwingendorf [2] for the geometric dimension of derivatives were used. The study revealed that secondary mathematics education pre-service teachers did not have the mental structures related to this topic and could not learn it at the desired level.

Design and Implementation of Supesite-Based Experience Exchanging Platform

2013 ◽  
Vol 785-786 ◽  
pp. 1533-1536
Author(s):  
Ya Fei Wang ◽  
Ya Fei Lv ◽  
Yun Cai Zhou
Keyword(s):  
Cooperative Learning ◽  
Management System ◽  
High Performance ◽  
Construction Process ◽  
Positive Role ◽  
University Teachers ◽  
Web Resources ◽  
Design And Implementation ◽  
Cross Platform ◽  
Design Ideas

This paper introduced the design ideas of university teachers website platform to exchange their experiences, which was based on LAMP architecture and the SupeSite management system. LAMPs advantages of rich web resources, cross-platform, high-performance and SupeSites advantages of intelligent selection and in-time updating are taken consideration. It described the construction process of the platform carefully and systematically. After introducing the function of the website of www.ncutedu.com, we focused on the users' operation and the administrators maintenance of this system. The platform put into use meets the needs of browsing, communicating and sharing. It plays a positive role in autonomic and cooperative learning.

Sign in / Sign up

Export Citation Format

Share Document