Development of Mathematics Competences in Higher Education Institutions

Zeidmane, Anda

doi:10.3991/ijep.v3is2.2394

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…Indeed, the scientific literature has shown that many teachers of physics in secondary education take into account the difficulty of mathematization in their classroom practices (Meli et al, 2016). In this sense, the analysis of the teachers' views highlighted the obstacle of mathematization in problem solving (Q5), and they have divided this obstacle into three major difficulties in problem solving (Q6) as follows: Firstly, the symbols used in physics, unlike in mathematics, are not chosen arbitrarily, but they represent certain physics quantities (Q6), Secondly, students fail to attach physics meanings to symbols, equations and mathematical formulas (Q6) (Zeidmane, 2013). So, the analysis of these results has shown us that Moroccan students have difficulty in problem-solving, especially if the situation requires mathematics (Q5).…”

Section: Discussionmentioning

confidence: 99%

“…One of the most fundamental characteristics of physics is its relationship with mathematics because physics is full of abstraction and mathematical representations (Kabil, 2015;Pal & Rinki, 2022). Indeed, physics and mathematics are two disciplines deeply linked in the long history of science (Meli et al, 2016;Vinitsky-Pinsky & Galili, 2014) and often physics phenomena are explained via mathematical models (Bain et al, 2019;Hu et al, 2019;Kim et al, 2018;Zeidmane, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Physics Problem-Solving: Teachers' Views on the Impact of Mathematics on Secondary Students’ Interest

Azzouzi

Kaddari

Elachqar

2023

JESR

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Through this study, we are going to explore the importance of mathematization in physics problem-solving according to teachers’ views and observations in the region of Fez-Meknes Morocco. Data collection was based on a questionnaire for 141 teachers. The results obtained have shown. Firstly, physics mathematization problem-solving is important, but the implementation of this situation remains difficult to apply by Moroccan teachers in their classroom practices. Second, professional interaction and pedagogical collaboration among Moroccan teachers on ways to integrate mathematics into physics problem-solving are sorely lacking. Third, the mathematization of problems can influence students' interest in physics. Received: 5 September 2022 / Accepted: 21 December 2022 / Published: 5 January 2023

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Physics Problem-Solving: Teachers' Views on the Impact of Mathematics on Secondary Students’ Interest

Azzouzi

Kaddari

Elachqar

2023

JESR

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“…Today's innovative society needs professionals of a new type, able to act responsibly, actively and productively in the conditions of social change, to carry out work activities with a high degree of interdisciplinarity and adaptability, while being ready to learn throughout life and to do it quickly and effectively. It is proved that one of the key qualities of such a specialist is a mathematical competence, as indicated by a number of international and Ukrainian regulatory documents (Recommendation 2006/962/EC of the European Parliament and of the Council on basic competences of mathematical competences in socio-economic development (MatNet)" point to certain problems of university's mathematical training of specialists implemented in the period 2011 -2013 by the Agrarian University of Latvia and the University of Šiauliai (Lithuania), during which the role of mathematics in the modern labour market in the context of modern education was studied (Zeidmane, 2013). In particular, surveys of more than 300 employers and employees in Latvia and of more than 200 -in Lithuania indicate that 22% of those surveyed consider mathematics to be a set of formulas to remember, and 20% say it is a meaningless game of numbers by the rules devised by mathematicians.…”

Section: Introductionmentioning

confidence: 99%

Students' mathematical training for professional self-realization in a modern, inventive society

Астаф'єва

Bodnenko

Lytvyn

et al. 2022

UESIT

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In the framework of their professional self-realization on the contemporary job market, the paper explores the issues with professionals' training for mathematics at universities. The structure of students' mathematical proficiency is taken into consideration, and its key elements are substantively presented (the ability to ask and answer questions in and with mathematics, the ability to deal with mathematical language and tools). The initial (ascertaining) step of the pedagogical experiment allowed for the establishment of the level of students' mathematical proficiency and formation in accordance with the predetermined structure. It has been demonstrated that students, both of mathematical and non-mathematical majors, lack the mathematical knowledge and abilities necessary to solve complicated issues, particularly those involving modeling in the context of future professional engagement. The following fundamental strategies for developing students' mathematical competence are supported: research-focused instruction, an interdisciplinary approach with a practical focus, and the use of digital learning environments and related resources. The implementation strategies for these techniques are described in the authors' optional course "Methods of formation of students' mathematical competence for the future successful career" for math specialist students. The research will continue with the introduction of the aforementioned discipline to the educational system, which will include the subsequent assessment of future teachers' readiness to employ the suggested methods in their professional work.

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Mathematical preparation of students for their professional self-realization in modern innovative society

et al. 2020

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The article analyzes the problems of mathematical university preparation of specialists in the context of their professional self-realization in the modern labour market. The structure of mathematical competence of students is considered, its most important components are substantively described (the ability to ask and answer questions in and with mathematics, the ability to deal with mathematical language and tools). As a result of the first (ascertaining) stage of pedagogical experiment allowed to establish the level of students’ mathematical competence formation according to the specified structure was established. It is proved that students of both mathematical and non-mathematical majors have poor mathematical knowledge and skills for solving problems that require their complex application, in particular, modeling problems in the context of future professional activity. The basic approaches to formation of mathematical competence of students are substantiated: research-oriented teaching; interdisciplinary approach and practical orientation; use of digital learning environments and related tools. The methods of implementation of these approaches are disclosed in the authors’ elective discipline for the students of mathematical specialty “Methods of formation of students’ mathematical competence for the future successful career”. The continuation of the research will be the introduction of the discipline above to the educational process which contains the next monitoring of future teachers’ readiness to use indicated approaches in their professional activity.

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Development of Mathematics Competences in Higher Education Institutions

Cited by 6 publications

References 1 publication

Physics Problem-Solving: Teachers' Views on the Impact of Mathematics on Secondary Students’ Interest

Physics Problem-Solving: Teachers' Views on the Impact of Mathematics on Secondary Students’ Interest

Students' mathematical training for professional self-realization in a modern, inventive society

Mathematical preparation of students for their professional self-realization in modern innovative society

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