Research on Teaching and Learning Mathematics at the Tertiary Level: State-of-the-Art and Looking Ahead

Biza, Irene; Giraldo, Victor; Hochmuth, Reinhard; Khakbaz, Azimehsadat; Rasmussen, Chris

doi:10.1007/978-3-319-41814-8_1

Cited by 24 publications

(16 citation statements)

References 86 publications

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“…Studies have been conducted on the use of particular curriculum resources. For example, in a review study Biza et al (2016) have described the opportunities afforded by introductory university mathematics textbooks, and their actual use by students in traditional lecture-tutor group courses. The use of curriculum resources has been Table 1 Categories of resources and examples, based on (Pepin and Gueudet 2018).…”

Section: The Lens Of Resourcesmentioning

confidence: 99%

Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

Pepin

Kock

2021

Int. J. Res. Undergrad. Math. Ed.

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In this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

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Section: The Lens Of Resourcesmentioning

confidence: 99%

Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

Pepin

Kock

2021

Int. J. Res. Undergrad. Math. Ed.

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“…I. Biza et al (2016) carried out a rather thorough analysis of the published works, starting from 2014 through 2016 inclusive, on possible theoretical and methodological prospects of the development of mathematics, its relationship with other theories in higher education. In their work, the authors also disclose the role of Mathematics and mathematical methods, including the modeling method, taught on the higher level in other disciplines (engineering, science, economics, etc.).…”

Section: Analysis Of Foreign Studiesmentioning

confidence: 99%

Methodology Features of Teaching Stochastics to University Students of the Biology Specialization

Shilova

Sibgatullina

2017

EURASIA J MATH SCI T

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The purpose of the research is to build a methodological system for teaching stochastics to university students of the Biology specialization in the context of implementing a professional-applied orientation. The leading method of researching this aspect is the modeling of the conceptual basis of the methodological system for teaching stochastics, which allows to form a system of mathematical knowledge and skills necessary for understanding the fundamentals of the process of mathematical modeling and statistical processing of biological data in professional activity; to develop practical application skills of statistical methods in biological research. In this article, the authors' methodology of forming professional competence of future specialists of the Biology specialization through the implementation of professionally-applied teaching stochastics is presented. The specificity of our methodology for teaching stochastics to university students of the Biology specialization is that between the theoretical and practical aspects of stochastics, a deep content-methodological interrelationship has been established; the authors' system of professionally-applied tasks has been proposed, which includes, among other things, real tasks from the discipline of Biology that facilitates the integration of natural science knowledge based on the modeling method. The research carried out by the authors proved the effectiveness of the suggested methodology for teaching stochastics to university students of the Biology specialization. The article materials can be useful for lecturers of higher educational institutions and teachers of secondary schools with in-depth Biology studying when the suggested methodology for teaching the probability theory and mathematical statistics is applied.

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“…In terms of methods, we reviewed the research literature with respect to the three above mentioned guiding questions (e.g. keywords such as engineering education, mathematics in engineering, resources for learning/teaching mathematics, modelling, innovative practices), in the following research journals, books and proceedings: CERME proceedings 1 (CERME 8-11); chapter about University Mathematics Education in the ERME book (Winsløw et al, 2018); IJRUME previous issues; European Journal of Engineering Education previous issues ; INDRUM proceedings 2 2016 and 2018; INDRUM book (Durand-Guerrier et al, 2021); ICME Topical survey (Biza et al, 2016); Bessot and Ridgway (2002); and the SEFI proceedings 3 of the mathematics working group (2002)(2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018), as well as the conference proceedings of the khdm conference (Göller et al, 2017). These were chosen from a range of engineering and STEM education journals, in our search for sources that were explicitly linked to mathematics in engineering education.…”

Section: Introductionmentioning

confidence: 99%

Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices

Pepin

Biehler

Gueudet³

2021

Int. J. Res. Undergrad. Math. Ed.

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The aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.

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Research on Teaching and Learning Mathematics at the Tertiary Level: State-of-the-Art and Looking Ahead

Cited by 24 publications

References 86 publications

Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

Methodology Features of Teaching Stochastics to University Students of the Biology Specialization

Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices

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