Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective

Yang, Kai Lin; Tso, Tai Yih; Chen, Ching Shu; Lin, Yifan; Liu, Shiang Tung; Lin, Su Wei; Lei, Kin Hang

doi:10.1080/14703297.2019.1687317

Cited by 4 publications

(4 citation statements)

References 42 publications

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“…In line with practicality, our design principles are simple and inclusive (Yang et al. , 2021) and we accompany them with a teacher guide to support the teachers in the design and implementation of the modules (Rota and Izquierdo, 2003).…”

Section: Discussionmentioning

confidence: 99%

Principles and practices of modular course design in higher engineering education

Mesutoglu,

Stollman,

Lopez Arteaga

2024

IJILT

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PurposeFew resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.Design/methodology/approachIn the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.FindingsGuided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.Originality/valueHere, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

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Section: Discussionmentioning

confidence: 99%

Principles and practices of modular course design in higher engineering education

Mesutoglu,

Stollman,

Lopez Arteaga

2024

IJILT

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“…Intention to learn refers to an individual's motivation or willingness to obtain knowledge about a specified subject ( Darban et al, 2016 ) and is a critical factor in theory of planned behavior ( Alhamami & Khan, 2019 ). In addition, it is reported that a positive intention to learn could lead to learners' active thinking and reasoning ( Yang et al, 2021 ), while learning to program is a new way to think and solve problems ( Rangel et al, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of online peer-facilitated learning and distributed pair programming on students’ learning

Tsai

Lin

Cheng

et al. 2023

Computers & Education

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“…Han & Kim (2020), Ernest et al (2019), Yang et al (2021), Copur-Gencturk & Doleck (2021), Morze et al (2022), Astafieva et al (2019), Semenikhina et al (2021) works on the problem of development of mathematical competencies. Borrell (2006), Niss & Højgaard (2019) outline the main aspects of mathematical competence.…”

Section: Literature Reviewmentioning

confidence: 99%

Improving the Level of Cognitive Component of Mathematical Competence in the Process of Mathematical Training of Students of Technical Specialties

Kolomiiets

Klochko

Stakhova

et al. 2023

RREM

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The article reveals some approaches to the interpretation of the concept of the cognitive component of mathematical competence, reveals some ways of forming the cognitive component of mathematical competence of students of technical specialties. Based on the analysis of literature sources, the purpose and objectives of the study, the research hypothesis are substantiated. The purpose of the study is to check the effectiveness of the proposed method of improving the level of mathematical training of students of technical specialties (STS) in the form of checking the formation of the cognitive component of mathematical competence of STS. The method of improving the level of mathematical preparation consists in its fundamentalization. The paper also presents a statistical verification of the reliability of the obtained results. The methodological apparatus of the research covered modern principles and approaches of higher school pedagogy. The main approaches to improving the quality of mathematical training through its fundamentalization include: synergistic, systemic, activity, competence, knowledge-activity, personality-oriented; teaching and research approach. Also, the idea of forming professionally oriented mathematical competence is substantiated in the work. The work describes the structural scheme of the concepts of the proposed methodological system for improving the mathematical training of students of technical specialties through its fundamentalization. The obtained results of the study clearly confirm the effectiveness of the proposed concept of improving the quality of mathematical training of STS, and confirm the impact on improving the cognitive component of mathematical competence. The obtained results of the study indicate the need for further development in order to improve the quality and level of mathematical preparation of STS.

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Towards a conceptual framework for understanding and developing mathematical competence: A multi-dual perspective

Cited by 4 publications

References 42 publications

Principles and practices of modular course design in higher engineering education

Principles and practices of modular course design in higher engineering education

The effects of online peer-facilitated learning and distributed pair programming on students’ learning

Improving the Level of Cognitive Component of Mathematical Competence in the Process of Mathematical Training of Students of Technical Specialties

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