Doppelte Diskontinuität, Fundamentale Ideen und Expository Style Teaching

2019 ◽  
pp. 215-226
Author(s):  
Fritz Schweiger
Keyword(s):  
University Mathematics ◽  
Felix Klein ◽  
Fundamentale Ideen ◽  
The University

Felix Klein coined the concept of double discontinuity. He rightly observed that students faced two major changes when they started to study mathematics at the university and when they returned as teachers to school feeling that university mathematics was not so useful. Recently a new book on this topic appeared (Ableitinger, Kramer und Prediger 2013). The didactical concepts of Fundamental Ideas (Schweiger 2010) and Expository Style Teaching (Schweiger 2016) could be a helpful addition to this problem. Classification: B50, D20, D40 . Keywords: Doppelte Diskontinuität, Fundamentale Ideen, Expository Style Teaching.

scholarly journals What are the factors influencing the aversion of students towards reptiles?

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Moacyr Xavier Gomes da Silva ◽  
Franciany Braga-Pereira ◽  
Mikaela Clotilde da Silva ◽  
José Valberto de Oliveira ◽  
Sérgio de Faria Lopes ◽  
...  
Keyword(s):  
Human Society ◽  
Mathematics Students ◽  
Biology Students ◽  
Conservation Policies ◽  
University Mathematics ◽  
Reptile Species ◽  
Before And After ◽  
Paraphyletic Group ◽  
Behavioural Factors ◽  
The University

Abstract Background Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes. Methods The data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males). Results Among all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low. Conclusions We conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

scholarly journals Present and Future of the E-Learning in Economics Schools and Faculties

2018 ◽  
Vol 5 (1) ◽  
pp. 44
Author(s):  
T. Casasús Estellés ◽  
A. Ivars Escortell ◽  
M.I. López Rodríguez
Keyword(s):  
Empirical Studies ◽  
Bologna Process ◽  
University Mathematics ◽  
Multimedia Material ◽  
Before And After ◽  
E Learning ◽  
Teaching Learning ◽  
The University ◽  
Different Characteristics ◽  
The Bologna Process

<p class="Textoindependiente21">The goal of this paper is to justify/motivate the existence of MOOCs of quantitative subjects, particularly of Mathematics and Statistics, in the degrees taught in Faculties of Economics and Business, complementary to the standard university courses. The changes in curricula carried out in Spain in the last decade have boosted access to these faculties’ degrees for all kind of students. However, some of these students lack skills and abilities enough to successfully tackle the first university Mathematics and Statistics courses, as these are currently designed. Empirical studies support the use of multimedia material as a very effective supporting tool for successful learning.</p><p>Thus, after assessing the student’s academic performance in quantitative subjects before and after the introduction of the Bologna process, and obtaining worrying results, the implementation of the use ICTs on a regular basis is proposed in order to optimize the teaching-learning process.</p><p class="Textoindependiente21">The data used in the study correspond to those obtained for students of the degree of Tourism and the degree in International Business, two degrees with very different characteristics and that, therefore, reflect a great diversity of the students of the Faculty of Economics of the University of Valencia.</p>

scholarly journals Fundamentalization Model for Professional Training of Mathematicians at University

2013 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
N. I. Popov ◽  
Keyword(s):  
Professional Training ◽  
Interdisciplinary Communication ◽  
Educational Process ◽  
University Education ◽  
Specialist Training ◽  
Creative Potential ◽  
Fundamental Nature ◽  
University Mathematics ◽  
The Third ◽  
The University

This paper discusses the idea of fundamental nature of the university mathematics education. In the conditions of university education there are three interconnected groups of factors, which form the basis of the conceptual model of mathematicians training fundamentalization. The first group of factors is focused on updating the ways of specialist training of the increased creative potential – training for modern mathematicians. The second group of factors is connected with the need of strengthening fundamental and humanitarian training, ensuring interdisciplinary communication within educational process, interrelation of mathematical, technical and humanitarian knowledge. The third group of factors includes the concept of university principle of education, the concept of fundamentalization and the concept of humanitarization of technical education at classical university. There is a model of the fundamental nature for training mathematicians.

Differences in Mathematics Anxiety by Sex, Program, and Education of University Mathematics Students in Turkey

2005 ◽  
Vol 96 (2) ◽  
pp. 422-424 ◽  
Author(s):  
Arif Dane
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Mathematics Students ◽  
Education Faculty ◽  
Science Faculty ◽  
University Mathematics ◽  
Mean Differences ◽  
The University

In this study, we aimed to re-examine sex-related differences in mathematics anxiety and to investigate the effects of two different programs associated with mathematics education applied in Turkish universities on mathematics anxiety. Mathematics anxiety scores were assessed in 221 male and 142 female students, 238 in the education faculty and 125 in the science faculty. There were no sex-related mean differences for mathematics anxiety scores, and scores were not related to faculty program. The lower mean mathematics performance on the university entry examination of the students of science faculty may be associated with the mathematics anxiety.

scholarly journals Reliable application of the MATH taxonomy sheds light on assessment practices

2020 ◽  
Vol 39 (4) ◽  
pp. 281-295
Author(s):  
George Kinnear ◽  
Max Bennett ◽  
Rachel Binnie ◽  
Róisín Bolt ◽  
Yinglan Zheng
Keyword(s):  
Limited Range ◽  
Systematic Investigation ◽  
First Year ◽  
Assessment Practices ◽  
Calibration Process ◽  
University Mathematics ◽  
High Level ◽  
The University ◽  
First Year University ◽  
Insight Into

Abstract The MATH taxonomy classifies questions according to the mathematical skills required to answer them. It was created to aid the development of more balanced assessments in undergraduate mathematics and has since been used to compare different assessment regimes across school and university. To date, there has been no systematic investigation of the reliability of the taxonomy when applied by multiple coders, and it has only been applied in a limited range of contexts. In this paper, we outline a calibration process which enabled four novice coders to attain a high level of inter-rater reliability. In addition, we report on the results of applying the taxonomy to different secondary school exams and to all assessment questions in a first-year university mathematics module. The results confirm previous findings that there is a difference between the mix of skills assessed in school and university mathematics exams, although we find a notably different assessment profile in the university module than in previous work. The calibration process we describe has the potential to be used more widely, enabling reliable use of the MATH taxonomy to give insight into assessment practices.

Hugo Dingler

1988 ◽  
Vol 2 (2) ◽  
pp. 359-367 ◽  
Author(s):  
Gereon Wolters
Keyword(s):  
Surface Deformation ◽  
Edmund Husserl ◽  
David Hilbert ◽  
Felix Klein ◽  
University Of Munich ◽  
History Of ◽  
Mathematical Sciences ◽  
The University ◽  
First Time ◽  
Mathematics And Physics

Hugo Dingler lived from 1881 to 1954. During the academic years 1901–2 and 1903–4 he studied mathematics and physics at the University of Munich. He spent the intervening year (and then the summer of 1906) in Göttingen, where he studied mathematics with David Hilbert and Felix Klein as well as – for the first time – philosophy (with Edmund Husserl). In 1907 Dingler completed his doctorate in Munich with Aurel Voss with a dissertation on general surface deformation. His Habilitation followed in 1912, also at the University of Munich, but only for the prospectless field of “Method, Didactics and History of Mathematical Sciences.”

scholarly journals DEVELOPING OF FACTOR STRUCTURE FOR LEARNING STRATEGIES OF ESTONIAN STUDENTS IN MATHEMATICS AT THE UNIVERSITY LEVEL

2019 ◽  
Vol 77 (3) ◽  
pp. 338-348 ◽  
Author(s):  
Indrek Kaldo ◽  
Kandela Õun
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
First Year ◽  
Component Structure ◽  
University Mathematics ◽  
Item List ◽  
Different Populations ◽  
University Level ◽  
The University ◽  
First Time

This research reports learning strategies of the first-year Estonian university students in mathematics. The data were collected during two years from 440 university students of different disciplines. The respondents were among students who take at least one compulsory mathematics course during their first study year. The participants filled out a Likert-type questionnaire that was developed using previously published instruments. The aim of this research was to examine the 69-item LIST questionnaire first time for Estonian university students. By means of an exploratory factor analysis, 9 factors out of 12 were confirmed. The research confirmed most of the components identified in earlier studies. It validates the use of the instrument in further studies of learning strategies at the university level in Estonia. This gives a positive signal about the usefulness of the instrument, as the component structure remains stable in different populations. Keywords: learning strategies, LIST questionnaire, mathematics education, mathematics related affect, university mathematics.

scholarly journals The university teacher: Catalyst of the emotional-technological-ontological logic in the teaching of exact sciences

2021 ◽  
Vol 2 (5) ◽  
pp. 7700-7715
Author(s):  
Mendoza Velazco Derling Jose ◽  
Cejas Martinez Magda Francisca ◽  
Villavicencio Álvarez Víctor ◽  
Flores Hinoztroza Elizeth Mayrene ◽  
Navarro Cejas Mercedes
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Theoretical Approach ◽  
University Student ◽  
University Mathematics ◽  
Mathematical Sciences ◽  
The University ◽  
Digital Training ◽  
Selection Of

The aim of the study was to design a theoretical approach to the existing techno-ontological logical emotions of university mathematics teachers working in universities in Ecuador. The research was qualitative. For the selection of the sample, a random selection was carried out under the criterion of intentionality. Twenty (20) students and eight (8) mathematics teachers from different universities participated. For data collection, we used a participatory digital observation guide and an open-ended interview. Three categories emerged from the results: the andragogic retrotopia of being a mathematician, the emotional scar in teacher training and the educational perception of the university student. We conclude with a theoretical approach in which the deficit of professional digital training in mathematical sciences allows the emotional logic of the Ecuadorian teacher to drive him/her to portray an academic being that generates hatred and rejection in the university educational community.

scholarly journals The study of cadets’ educational activities motives at Civil Aviation University

2021 ◽  
Vol 10 (3) ◽  
pp. 220-223
Author(s):  
Ekaterina Aleksandrovna Butuzova
Keyword(s):  
Mathematical Knowledge ◽  
Professional Training ◽  
Civil Aviation ◽  
Teaching Mathematics ◽  
Educational Activities ◽  
First Semester ◽  
University Mathematics ◽  
Adequate Idea ◽  
The University ◽  
Technical Professionals

The paper presents a comparative analysis of the motives of students educational activities in the field of general professional training and in the study of a university mathematics course. The methodology of A.A. Rean and V.A. Yakunin considered in the work, containing sixteen motives, was used to study the opinion of cadets in its classical version in relation to the entire training at the chosen university, and the same motives were suggested for the cadets to consider in relation to the study of the course of higher mathematics. Mathematics plays an important role in the training of technical professionals; it is a basic discipline that ensures the success of training in general engineering and special disciplines. At the same time, mathematics studied at school differs significantly from mathematics taught at a university, the amount of mathematical information offered is much larger, the content level of the concepts introduced is much more complex. Cadets at civil aviation university who have started studying mathematics at the university have a definite opinion by the end of the first semester. The results of cadets opinions analyses may allow the teacher to have an adequate idea of the motives of cadets educational activities in relation to obtaining mathematical knowledge. The priority motives obtained are discussed from the standpoint of solving pedagogical problems of teaching mathematics.

Online Homework and Correlated Success in University Mathematics Courses

2014 ◽  
pp. 307-329 ◽  
Author(s):  
Stephen W. Kuhn ◽  
Sandy W. Watson ◽  
Terry J. Walters
Keyword(s):  
First Year ◽  
Online Homework ◽  
University Of Kentucky ◽  
Web Based ◽  
Mathematics Courses ◽  
University Of Tennessee ◽  
University Mathematics ◽  
Course Grades ◽  
The University ◽  
The Web

The primary goals of this project at the University of Tennessee at Chattanooga (UTC) were to use a free, open-source online tool developed at the University of Kentucky (UK) called WHS (Web Homework System) for Web-based homework and quizzes in first year mathematics courses and to demonstrate that the use of this system by students would improve and correlate well with their success in these courses. Quantitative data were collected and analyzed across four years involving 832 students using this system and 753 not using the system in seven courses. The findings indicate that faculty and students found the Web-based homework assignments helpful for a variety of reasons, though some of each found it occasionally frustrating. Students with high (low) scores on the Web homework had a very high probability of having high (low) grades in the courses, but there were no statistically significant improvements in final course grades over traditional methods.

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