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Over the past 9 years, we have implemented, developed, and refined a novel student-centered teaching method called Extreme Apprenticeship in university mathematics context. In this paper, we report the theoretical orientation behind the method, as well as its practical implementation. We also reflect on our experiences gained from using it in our teaching.

In this article we describe a long-term departmental change effort in one mathematics department. The change began with one instructor adopting the Extreme Apprenticeship instructional model. This modest shift served as the catalyst for a series of subsequent, systemic improvements. We believe that this innovation and the resultant change demonstrate how instructional change can serve as a catalyst for broader change, rather than a change that focuses solely on instruction. We use four frames from the literature on organizational development to characterize the changes that have occurred in this department. This in-depth case study describes the department's current culture and how it developed, and we suggest that this explanation could serve as a guide for other departments seeking change.

This study explores the relationship between approaches to learning and self-regulation of learning. Approaches to learning characterise students’ intentions and strategies regarding learning and studying, divided into deep and surface approaches together with organised studying. Self-regulation of learning is a process of monitoring and directing one’s affect and behaviour in learning. It is known that self-regulation correlates with approaches to learning, but the direction of influence has not been demonstrated empirically. Measurements were taken in a first-year mathematics course on 103 Finnish undergraduates. Cross-lagged panel analysis was used to study the direction of time-lagged influence. The results revealed that significant influence existed from self-regulation to deep approach and organised studying, and from lack of regulation and external regulation to surface approach. Based on the results, we conclude that it is important for researchers and practitioners to take self-regulation into consideration when measuring approaches to learning or designing interventions. [ABSTRACT FROM AUTHOR]

The first study year at university predicts the progress and quality of later studies. The aim of our study was to explore factors that affect first-year agriculture students. In the end of their first year, 49 students answered a questionnaire measuring self-efficacy, approaches to learning, and study-related burnout. They also reported the factors that enhanced or impeded their studies. According to their approaches to learning, students were clustered into three profiles. One of these represented successful students with an organized approach, strong self-efficacy and little burnout, and another a more unorganized group. The third group had a dissonant profile and suffered from the highest burnout levels. The enhancing factors most often mentioned were peer support and regular assignments. These were recognized by the organized group. The most common impeding factors were activities outside of studies, recognized by the unorganized group, and high workload, recognized mostly by the dissonant group. Pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

Distance learning during the COVID-19 pandemic has been associated with different levels of achievement emotions than the usual contact learning. On the other hand, students' overall performance is also connected to their achievement emotions. However, it has not been known how the association between learning environment and emotions varies according to students' level of mathematical performance. This study examined whether students' achievement emotions (enjoyment, pride, anxiety, boredom, anger, and shame) differed between contact and distance learning across students with different performance levels in mathematics. The sample comprised 1310 Finnish upper secondary school students. Using linear mixed effects modelling, we observed that higher-performing students reported more negative emotions and lower-performing students reported less anxiety in distance learning compared to contact learning. Changes in the learning environment seem to affect students of different performance levels differently, which should be considered when planning distance learning. • Modified AEQ–M explored the achievement emotions in contact and distance learning. • Math performance level influences students' emotions in distance learning. • Lower levels of anxiety in distance learning among lower-performing students. • Higher-performing students' emotions became more negative in distance learning. • Math performance should be considered when supporting emotions in distance learning. [ABSTRACT FROM AUTHOR]