scholarly journals PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

scholarly journals Effective mathematics teaching in tertiary technological education: The case of ASPETE

2020 ◽  
Vol 7 (1) ◽  
pp. 158-168
Author(s):  
Katerina Kasimatis ◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
Dionisios Kouloumpis
Keyword(s):  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Learning System ◽  
First Year ◽  
Research Approach ◽  
Technological Education ◽  
First Year Students ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics

In this mixed methods study, we draw upon a systemic perspective to investigate the way that effective mathematics teaching is constructed in the ASPETE (School of Pedagogical and Technological Education) learning system. We focused on the perspectives of the first-year students (through questionnaires), of the lecturer who taught the course (through interviews), as well as of the research team (through observations). We considered both the pragmatic level (what they actually experienced) and the desired level (what they would prefer to experience). The results of the conducted analyses support the proposed research approach, revealing convergences and divergences in the mapped perspectives, which identify the mathematics teaching effectiveness of the subsystem of the mathematics class in ASPETE as an emergent, systemic phenomenon. The pedagogical implications are discussed, with respect to the planifications of teaching and learning mathematics in the ASPETE learning system.

University Students' Approaches to Learning First-Year Mathematics

2003 ◽  
Vol 93 (3) ◽  
pp. 851-854
Author(s):  
Haitham M. Alkhateeb
Keyword(s):  
University Students ◽  
Reliability And Validity ◽  
Approaches To Learning ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Learning Mathematics ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study assessed reliability and validity of the Approaches to Learning Mathematics Questionnaire, for 218 university students. The study also identified the relationship between subscales. Internal consistency as Cronbach alpha was .77 for the Surface Approach to Learning scale and .88 for the Deep Approach to Learning scale. Principal components analysis yielded a two-factor solution accounting for only 34.6% of variance. The factors were interpreted as Surface Approach and Deep Approach to learning mathematics, as in Australia. The former subscale scores were negatively correlated –.2 with the latter subscale scores.

One Point Of View: The Shadows of Mathematics

1993 ◽  
Vol 40 (8) ◽  
pp. 428-429
Author(s):  
Alfinio Flores
Keyword(s):  
United States ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
The United States ◽  
Point Of View ◽  
Discovery Learning ◽  
Learning And Teaching ◽  
Learning Mathematics ◽  
Teaching Of Mathematics ◽  
Shed Light

My first glimpse of mathematics teaching in the United States was through conf ercnces and work hops in Mexico conducted by Donovan Johnson. How lively and enjoyable the learning and teaching of mathematics. could be! My vision was expanded when I became a member of the ational Council of Teachers of Mathematic and eagerly read the Mathematics Teacher, the Arirhmeric Teacher. the yearbooks, and other NCTM publications. What a wealth of ideas, what richness of approaches-discovery learning. mathematics laboratorie. games. activities with manipulative, applications. The myriad ways to con truct meaning!. shed light on the learning and teaching of mathematics. I expected that in the United States thi wealth of information would be reflected in the teaching of mathematics.

scholarly journals Approaches and Study Skills Inventory for Students (ASSIST) in an Introductory Course in Chemistry.

2015 ◽  
Vol 12 (3) ◽  
pp. 66-78
Author(s):  
Stephen Brown ◽  
◽  
Sue White ◽  
Lara Wakeling ◽  
Mani Naiker ◽  
...  
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Study Skills ◽  
Early Stage ◽  
First Year ◽  
Strategic Learning ◽  
Surface Approach ◽  
Diverse Range ◽  
Approaches To Study ◽  
Surface Learning

Approaches to study and learning may enhance or undermine educational outcomes, and thus it is important for educators to be knowledgeable about their students’ approaches to study and learning. TheApproaches and Study Skills Inventory for Students(ASSIST) – a 52 item inventory which identifies three learning styles (Deep, Strategic, and Surface), was given to first year undergraduate students undertaking an introductory chemistry course. Completed inventories (n=103, 85% response), included 30 BSc Biomedicine, 15 BSc Food and Nutrition, 22 BSc Geology, 18 BSc Science students, and a further 18 students on unnamed BSc pathways. The dominant learning style adopted was the Surface approach, with a mean score (SD) of 2.94 (0.54). The preference of the surface approach was consistent for all BSc pathways.There was a higher mean score for the strategic learning style in males (n= 59) compared to females (n=44) with no gender-based differences in either the deep or the surface learning styles.A surface approach may not necessarily indicate a lack of interest in chemistry, rather chemistry may be perceived as being peripheral to the students’ interests – this may be a problem when students with a diverse range of career aspirations study common content in large, first year introductory courses. Identifying students that adopt a surface learning style at an early stage in the undergraduate education journey is an important step in effectively targeting educational resources aimed at enhancing students’ learning habits.

Persistence in studies in relation to learning approaches and first-year grades: a study of university chemistry students in Finland

2019 ◽  
Vol 20 (3) ◽  
pp. 452-467
Author(s):  
Mika Lastusaari ◽  
Eero Laakkonen ◽  
Mari Murtonen
Keyword(s):  
Dropping Out ◽  
First Year ◽  
Learning Approach ◽  
Learning Approaches ◽  
Deep Approach ◽  
Students At Risk ◽  
Surface Approach ◽  
Severe Problem ◽  
Chemistry Students

Changing majors or dropping out are of great concern to universities worldwide, but the role of learning approaches in terms of students’ persistence has not been previously studied. Changing majors, especially in chemistry, is a severe problem in Finland. Here, learning approach data were collected with the ChemApproach questionnaire from 733 bachelor-level students at four Finnish universities. Students intending to change majors showed stronger submissive surface approaches and weaker active deep approaches than those intending to persist in chemistry. The ChemApproach data were complemented with information on actual persistence and first-year grades from a smaller sample from one university (N = 177). A practical deep approach in chemistry studies combined with relatively high grades was shown to be connected to persistence, while a desire to change majors combined with high grades resulted in the actual changing of majors. A high submissive surface approach indicated students at risk of dropping out completely.

scholarly journals An Investigation of Deep and Surface Learning Approach towards English Vocabulary Acquisition of EFL Students

2020 ◽  
Vol 1 (1) ◽  
pp. 15-26
Author(s):  
Miftah Hulreski ◽  
Eny Syatriana ◽  
Ardiana Ardiana
Keyword(s):  
Research Study ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
English Department ◽  
Deep Approach ◽  
Surface Approach ◽  
First Year Students ◽  
Efl Students ◽  
The Mean

Purpose: The aim of this research study is to examine the most dominant EFL Students’ approach in acquiring English vocabulary employed by the first-year students of English Department at Muhammadiyah University of Makassar. The study also investigates whether there is any difference in approach preference between male and female students in acquiring English vocabulary by first-year students at English Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar, Indonesia Approach/Methodology/Design: A descriptive quantitative research method is employed in data analysis. Twenty four first-year undergraduate students (42% male & 58 female) were selected as a sample for the study based on purposive sampling technique. These students chose English major at Muhammadiyah University of Makassar and were enrolled in the acedmic year 2018-2019. The instruments used were a Two-Factor Study Process Questionnaire (R-SPQ-2F) and Likert Scale to assess the research participants’ approach preference. Findings: The findings of this research study reveal that the first-year students of English Department at Muhammadiyah University of Makassar dominantly adopt surface approach compared to deep approach in acquiring English vocabulary. The statistical analysis shows that the mean score for Surface is 35.12 and the mean score for Deep Approach is 34.66.  The findings also indicate a difference in approach preference between male and female. Practical Implications: The study will contribute positively to the understanding of the students’ adopted approaches for acquiring vocabulary, assisting instructors to improve their teaching strategies. Originality/value: The study provides an avenue for exploring students’ learning processes. Male students preferred Surface approach to deep approach. Male students scored high (38.10) on surface approach compared to deep approach (36.60). Meanwhile, female students got slightly higher score (33.28) on deep approach than surface approach (33.00).

scholarly journals Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

2022 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Elvira G. Rincon-Flores ◽  
Juanjo Mena ◽  
Eunice López-Camacho
Keyword(s):  
Social Sciences ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Tertiary Education ◽  
Negative Attitude ◽  
Principal Component ◽  
Innovative Teaching ◽  
Pedagogical Strategy ◽  
Learning Mathematics

Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom.

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