Secondary-to-tertiary comparison through the lens of ways of doing mathematics in relation to functions: a study in collaboration with teachers

Corriveau, Claudia

doi:10.1007/s10649-016-9719-2

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…In other work,Corriveau (2017) studied the secondary-to-tertiary mathematics transition by comparing the "ways of doing" mathematics as informal and "non-explicit ways of acting, thinking, and reasoning" (p.141). In contrast, in the context of this reflection, we consider "ways of doing" as mostly explicit and immediately observable.4 We recognise cultures and constraints also exist in the F2F environment, which is more established, and therefore possibly harder to change.…”

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confidence: 99%

Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

Trenholm

Peschke

2020

Int J Educ Technol High Educ

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The use of fully online (FO) mathematics teaching has been increasing worldwide. Despite claims and findings that mathematics is more challenging to teach FO than face-to-face (F2F), we know little about FO mathematics teaching. In this paper, we address this gap by working to elucidate the differences between teaching in the FO and F2F modalities. We do this by examining FO and F2F teaching from the perspective of Communities of Practice (Wenger, Social learning systems and communities of practice, 2010) by comparing and contrasting current FO practices (or “ways of doing”) in the general undergraduate education community with current F2F practices in the undergraduate mathematics community. We identify six key differences between the two paradigms, which we recast to spotlight areas for technological and pedagogical development.

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confidence: 99%

Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

Trenholm

Peschke

2020

Int J Educ Technol High Educ

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“…In recent years, the approach to STT has become more holistic, including new viewpoints. For example, some studies consider the social and discursive perspective related to the analysis of commognitive conflicts (Thoma & Nardi, 2018); others describe the gap between school and university mathematical experiences through the description of the perception of the main actors involved: students (e.g., Hernandez-Martinez et al, 2011;O'Shea and Breen, 2021), schoolteachers (Hong et al, 2009), lecturers (Klymchuk et al, 2011;Deeken et al, 2020), or compare these different perceptions (Corriveau, 2017). ( 2) The potential of technology to facilitate the STT.…”

Section: Main Themes Of Researchmentioning

confidence: 99%

The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review

2022

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Investigating the transition between educational levels is one of the main themes for the future of mathematics education. In particular, the transition from secondary school to STEM degrees is problematic for the widespread students’ difficulties and significant for the implications that it has on students’ futures. Knowing and understanding the past is key to imagine the future of a research field. For this reason, this paper reports a systematic review of the literature on the secondary-tertiary transition in Mathematics Education from 2008 to 2021. We constructed two corpuses: one from the proceedings of three international conferences in mathematics education (PME, ICME, and INDRUM) and the other from peer reviewed research papers and book chapters returned by the databases ERIC and Google Scholar. A clear evolution in perspectives since 2008 emerges from the analysis of the two corpuses: the research focus changed from a purely cognitive to a more holistic one, including socio-cultural and — to a lesser extent — affective issues. To this end, a variety of research methods were used, and specific theoretical models were developed in the considered papers. The analysis also highlights a worrisome trend of underrepresentation: very little research comes from large geographical areas such as South America or Africa. We argue that this gap in representation is problematic as research on secondary tertiary transition concerns also consideration of socio-cultural and contextual factors.

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“…Geometry learning is an instructional activity that fosters reasoning skills through the proof process (Cai & Cirillo, 2014). In constructing formal proofs, students arrange informal language to formal language, understand mathematical definitions, understand and apply theorems, and make connections between mathematical objects (Corriveau, 2017;Di Martino & Gregorio, 2019). Proof is at the heart of mathematical reasoning (Jeannotte & Kieran, 2017).…”

Section: Introductionmentioning

confidence: 99%

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

Aisyah,

Susanti,

Meryansumayeka

et al. 2023

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Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participants in this study, and they were student prospective mathematics teachers' s taking geometry courses. Data were collected through working documents, open questionnaires, and semi-structured interviews and were analyzed using iterative techniques consisting of data condensation, data exposure, and verification. The study's results showed that students' prospective teachers did not prioritize proof in solving geometry problems, even though they worked hard to solve the problems independently until they were finished. The students' perseverance also impacts their mathematical reasoning in proving geometric theorems. Students with more hard work values tend to have more reasoning values. The results of this study have implications that there needs to be an effort from the teacher to get used to giving proof questions to support students' perseverance and mathematical reasoning abilities.

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Secondary-to-tertiary comparison through the lens of ways of doing mathematics in relation to functions: a study in collaboration with teachers

Cited by 7 publications

References 11 publications

Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

Teaching undergraduate mathematics fully online: a review from the perspective of communities of practice

The transition from school to university in mathematics education research: new trends and ideas from a systematic literature review

Proving geometry theorems: Student prospective teachers’ perseverance and mathematical reasoning

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