Mathematics teaching practices at university level

Grenier-Boley, Nicolas; Nicolás, Pedro Azara; Strømskag, Heidi; Tabchi, Theresia

doi:10.4324/9780429346859-16

Cited by 2 publications

(2 citation statements)

References 54 publications

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“…For example, by using an app such as matrixcalc.org, calculations are simplified, and times are shortened to decompose a matrix, either diagonally or triangularly, where students can very accurately see the role of the eigenvalue (Wawro, Zandieh, & Watson, 2018). Also, the teacher reveal situations that turn out to be modelled by the matrix; situations that appear in updated literature and use technology (Lay et al, 2015;González-Martin et al, 2021) Based on the consideration of the eight principles of effective programmes, we maintain that the TPD will encourage and make visible to the participants what is understood as a process of documentary genesis, since, from the TPD, they will have a broader range of resources, which they can modify and share with other teachers (Grenier-Boley et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Elements for the Design of a Teaching Experiment for Mathematics Teachers in Engineering Careers

Vásquez¹,

Lorca²,

Ramos-Rodríguez³

2023

Acta Sci.

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Context: One of the most relevant tasks of mathematics education is the teaching professional development (TPD) of mathematics teachers. In higher education, it is evident that the type of teaching in mathematics courses for engineering has not been transformed despite the changes that the curriculum has undergone. Objective: To show the design stage of a teaching experiment in relation to professional development programmes for higher education mathematics teachers who teach engineering careers, created under the principles that guide such effective improvements. Design: Through a qualitative approach, we chose the design-based research to design a TPD programme for university teachers who teach mathematics in an Engineering College, whose training is aimed at teachers of basic sciences and mathematics for engineering, attending to the changes required by the 21 st -century teaching. Environment and participants: With the eight principles of effective TPD programmes and the ALaCT process, cycles of reflection are planned to train university teachers. Data collection and analysis: A teaching experiment for effective TPD is designed. This design considers situations created by the experts and those presented by the participating teachers. Results: The situations that the participants face will allow them to have a series of problems for their teaching, with their justifications in the field of mathematics didactics. Conclusions: The different stages of the ALaCT reflection cycle allow the experts to install the reflection in the teachers participating in the experiment. One of the main difficulties was counting on the process of teaching and learning linear algebra problems brought by the participants.

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Section: Discussionmentioning

confidence: 99%

Elements for the Design of a Teaching Experiment for Mathematics Teachers in Engineering Careers

Vásquez¹,

Lorca²,

Ramos-Rodríguez³

2023

Acta Sci.

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“…Les nombreuses études menées en didactique sur la transition secondaire-supérieur mettent en évidence un attendu spécifique en L1, à savoir une pratique maîtrisée du raisonnement au travers de ses différentes fonctions (Bloch et Gibel, 2016 ;Kidron & Tall, 2015 ;Pedemonte, 2007 ;Grenier-Boley et al, 2012 ;Borji & Martínez-Planell, 2019). Parmi les attendus du raisonnement on peut citer Gibel (2018) : organiser sa recherche, chercher, décider des savoirs à mobiliser, décider de la nature du raisonnement à utiliser pour conjecturer, expliquer, justifier, prouver, démontrer, valider, invalider, réfuter.…”

Section: Ca Connaissances Mathématiques Du Secondaire Versus Supérieurunclassified

Research situations for accessing mathematical concepts at university entrance

Bloch¹,

Gibel²

2022

epiDEMES

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This article presents a device which is organised in the University of Pau and aims to help first year students to overcome their difficulties and adapt themselves to mathematics of this level. They are invited to become involved in the research of mathematical problems. We present two of these situations and analyse students' productions. These productions show clearly that they have reasoning difficulties and do not master the specific concepts of Calculus in this transition Secondary/University. The device helps students to question the meaning of concepts and then, to fit into the logic of University mathematics. Cet article présente un dispositif mis en place à l'université de Pau afin d'aider les étudiants de Licence 1 à surmonter les difficultés d'adaptation aux mathématiques du niveau supérieur, et à s'impliquer dans la recherche de problèmes mathématiques. Nous détaillons deux des situations, et les productions des étudiants de l’une d’elles sont analysées. Leurs réponses mettent en évidence leurs problèmes de raisonnement et leurs défauts de maîtrise des concepts mathématiques sur les sujets spécifiques de l’Analyse dans cette transition secondaire/supérieur. Le dispositif aide à questionner le sens des concepts et donc à s’insérer dans la logique mathématique de niveau supérieur.

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Mathematics teaching practices at university level

Cited by 2 publications

References 54 publications

Elements for the Design of a Teaching Experiment for Mathematics Teachers in Engineering Careers

Elements for the Design of a Teaching Experiment for Mathematics Teachers in Engineering Careers

Research situations for accessing mathematical concepts at university entrance

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