A practical approach to inquiry-based learning in linear algebra

Teaching quantitative ecology online: An evidence‐based prescription of best practices

“…This method also benefits from leveraging multiple learning abilities. Use real‐world examples and assessments. Making the connection between mathematical models and real‐world examples is the most common challenge faced by students in applied mathematics courses (Chang, 2011). An abstract style of teaching based only on proofs and algebraic demonstrations is inadequate to keep students interested and motivated (Abramovich & Grinshpan, 2008).…”

Innovativ utdanning i matematikk

“…Crawford et al, 1998) viser at en stor del av studentene ser på matematikkfaget som fragmentert, og at laering av matematikk først og fremst handler om å kunne bruke rutinemessige framgangsmåter på standardiserte oppgaver. Det er i tråd med allmenne teorier for laering (se for eksempel Säljö, 2006) og studier rettet mot laering av matematikk på universitetsnivå (for eksempel Chang, 2011;Jaworski & Matthews, 2011) at laering gjennom deltakelse, kommunikasjon og samhandling er fordelaktig for å oppnå dyp laering. Det syn på kunnskap og laering som KTDiMprosjektet bygger på, anerkjenner at studentenes engasjement er essensielt for godt laeringsutbytte.…”

The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions

“…However, this understanding has changed due to both the rapid change in technology and the start of using innovation technologies in teaching environments. In this respect, there have been many reformist movements that aim to integrate more innovative pedagogic approaches, which are generally based on the constructivist theory, into the teaching environment with the purpose of supporting students' theoretical understanding (Abate & Cantone, 2005;Chang, 2011) Furthermore, technology is regarded as the activator of innovative mathematics education, and it is defended that the development of technology leads to a reform in learning and teaching mathematics (Chang, 2011;Roddick, 2001). For instance, the start of using dynamic software such as Matlab, LabView, and Cabri 3D in mathematics instruction has led to the design of teaching environments based on the constructive approach with the aim of encouraging research, developing projects, modeling, and facilitating conceptual understanding in mathematics lessons (Abdulwahed, Jaworski, & Crawford, 2012;Jaworski, 2010).…”