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Ragnhild Johanne Rensaa 《International Journal of Mathematical Education in Science & Technology》2013,44(6):729-738
At their final exam in linear algebra students at the author's university were given the possibility to choose between two types of proofs to be done. They could either prove two short statements by themselves or they could explain four steps in a given proof. This paper reports on investigations of students’ responses to the choice option compared to the final grade of their exam: the relation between choice and grade, students’ thoughts about why they preferred one proof to the other, and their opinions on having to choose. The analysis is based on the students’ solutions and answers in questionnaires distributed immediately after the exam. The paper concludes that the students’ opinions do not imply that there is a ‘best way’ of giving a proof, but a choice option is preferred by almost all students regardless of final grade. It is thus asserted that the choice-option-project should continue. 相似文献
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Florence S. Gordon Sheldon P. Gordon 《International Journal of Mathematical Education in Science & Technology》2013,44(6):883-890
This paper describes the use of interactive computer graphics software to explore the notion of the approximation of one statistical distribution by another. In particular, the authors illustrate how such programs can be used to investigate the normal approximation to the binomial distribution, the Poisson approximation to the binomial distribution, the convergence of t‐distributions to the normal distribution, and the limiting behaviour of the chi‐squared distribution. The discussions include possible methods using such programs, either in a classroom setting on a demonstration basis or on an individual student basis for independent study in a computer laboratory setting. 相似文献
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Timothy Kyng Leonie Tickle Leigh Wood 《International Journal of Mathematical Education in Science & Technology》2013,44(2):214-231
Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work. 相似文献
995.
Experienced engineers becoming mathematics teachers: preliminary perceptions of mathematics teaching
Ira Raveh 《International Journal of Mathematical Education in Science & Technology》2013,44(8):1223-1240
Engineers who choose to change careers and become mathematics teachers are a specific group as far as their mathematics learning in the context of engineering and their previous work experience are concerned. Regarding mathematics, they mainly engaged in applied mathematics associated with engineering, which is a highly practical field. This research explores experienced engineers’ perceptions of mathematics teaching-related topics, before starting their studies in a pre-service mathematics teacher preparation programme. This research explores their perceptions of mathematics as a discipline, mathematics teaching and mathematical understanding. The qualitative research involves three mechanical engineers, two industrial management engineers, and an electrical engineer. Semi-structured interviews were conducted before the beginning of the programme, and analysed qualitatively. The participants view engineering as an applied and changing discipline while perceiving mathematics as closed, rigorous, accurate, systematic, theoretical and as a tool for engineering. They mostly address general features of mathematics teaching while expressing a more multifaceted view of mathematical understanding. Due to the specific characteristics of the participants, this study may contribute to planning mathematics teacher preparation programmes for engineers. 相似文献
996.
Peter K. Dunn Alice Richardson Florin Oprescu Christine McDonald 《International Journal of Mathematical Education in Science & Technology》2013,44(8):1160-1174
Using a Classroom Response System (CRS) has been associated with positive educational outcomes, by fostering student engagement and by allowing immediate feedback to both students and instructors. This study examined a low-cost CRS (VotApedia) in a large first-year class, where students responded to questions using their mobile phones. This study explored whether the use of VotApedia retained the advantages of other CRS, overcame some of the challenges of other CRS, and whether new challenges were introduced by using VotApedia. These issues were studied within three themes: students’ perceptions of using VotApedia; the impact of VotApedia on their engagement; and the impact of VotApedia on their learning. Data were collected from an online survey, focus groups and student feedback on teaching and course content. The results indicated that using VotApedia retains the pedagogical advantages of other CRS, while overcoming some of the challenges presented by using other CRS, without introducing any new challenges. 相似文献
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