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Freshmen often encounter significant challenges in adapting to the complexity of university-level mathematics and independent learning. These challenges necessitate the development of strong self-regulated learning (SRL) skills to successfully navigate the demands of higher education. Building on mindset theory, this study explores how mathematical mindset-oriented interventions can support freshmen's mathematics learning during their transition to higher education mathematics, particularly in an online setting. This mixed-methods study involved 306 freshmen, who participated in an online calculus tutorial program, with 118 engaged in the mindset intervention and 188 serving as controls. The intervention significantly altered the students' perceptions of mathematics and improved their SRL strategies. Quantitative data were analyzed using descriptive statistics, ANOVA, t -tests, and Structural Equation Modeling to examine the relationships between mathematical mindset, SRL, and academic achievement. Qualitative data from semi-structured interviews with 18 students were thematically analyzed to provide deeper insights into students' experiences and mindset development. Students with a mathematical mindset demonstrated enhanced SRL strategies and superior mathematical achievement. However, the fact that some students with a fixed mindset also achieved high levels of mathematical success points to the intervention's complex influence on academic confidence and achievement. These findings highlight the need for ongoing research into the mathematical growth mindset at the tertiary level and for adapting educational strategies to the changing dynamics of online education and diverse cultural backgrounds. [ABSTRACT FROM AUTHOR]

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP). While it was not surprising that math faculty frequently lectured and wrote on the board, results also revealed that recommended practices were infrequently employed by instructors teaching college algebra. More specifically, faculty teaching introductory college algebra rarely addressed students' misconceptions, made references to their students' prior knowledge, or employed metacognitive teaching strategies. Moreover, while being observed, faculty never applied a mathematical concept to real life. Moreover, mathematics instructors rarely praised their students. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally. Results also highlighted the usefulness of the GORP assessment tool for assessing faculty classroom behaviors. [ABSTRACT FROM AUTHOR]

This paper investigates how mathematics instructors' recognition of the professional obligations of mathematics teaching varies based on their institutional environment, specifically whether they teach high school or college mathematics. Using an instrument that measures instructors' recognition of four hypothesized professional obligations, we surveyed 471 US high school mathematics teachers and 239 university mathematics instructors to measure the extent to which they recognized professional obligations when evaluating the appropriateness of certain instructional actions. After testing measurement invariance of four item sets, each of which measures one of the four hypothesized professional obligations—disciplinary, institutional, interpersonal, and individual obligations-, we compared the instructors' recognition of each of the four obligations between the two groups. We found that university instructors recognized the institutional obligation more than high school teachers, while recognizing the individual and interpersonal obligations significantly less. This investigation provides insight into the variation in the nature of mathematics teaching practice across different levels of schooling. [ABSTRACT FROM AUTHOR]

In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development. [ABSTRACT FROM AUTHOR]

Metacognitive awareness (MA) and critical thinking (CT) are crucial higher-order thinking skills in mathematics education. MA and CT skills of pre-service teachers are considered important predictors of their future teaching practices in the teaching and learning of mathematics. In this context, the study examines the potential effects of socio-demographic (e.g., gender) and academic variables (e.g., academic year and academic achievement) on MA and CT skills of pre-service mathematics teachers (PSTs). Additionally, the aim of this study is to explore the relationship between the MA and CT skills of PSTs. Employing a quantitative research methodology, the study was structured around a correlational model. It involved 218 PSTs, using the "MA Inventory" and "CT Standards Scale" for data collection. The data were analyzed through independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings indicate that PSTs possess a high level of MA and CT skills. Significant differences in MAs of PSTs were observed with respect to academic year and academic achievement, while the CT skills of PSTs showed significant differences concerning gender and academic achievement. A strong, positive, and significant correlation was found between MA and CT skills of PSTs. Furthermore, the MAs of PSTs were identified as a significant predictor of their CT skills, explaining 38% of the variance in CT skills. [ABSTRACT FROM AUTHOR]

In this article, we explore the transformative impact of advanced, parameter-rich Large Language Models (LLMs) on the production of instructional materials in higher education, with a focus on the automated generation of both formative and summative assessments for learners in the field of mathematics. We introduce a novel LLM-driven process and application, called ItemForge, tailored specifically for the automatic generation of e-assessment items in mathematics. The approach is thoroughly aligned with the levels and hierarchy of cognitive learning objectives as developed by Anderson and Krathwohl, and takes specific mathematical concepts from the considered courses into consideration. The quality of the generated free-text items, along with their corresponding answers (sample solutions), as well as their appropriateness to the designated cognitive level and subject matter, were evaluated in a small-scale study. In this study, three mathematical experts reviewed a total of 240 generated items, providing a comprehensive analysis of their effectiveness and relevance. Our findings demonstrate that the tool is proficient in producing high-quality items that align with the chosen concepts and targeted cognitive levels, indicating its potential suitability for educational purposes. However, it was observed that the provided answers (sample solutions) occasionally exhibited inaccuracies or were not entirely complete, signalling a necessity for additional refinement of the tool's processes. [ABSTRACT FROM AUTHOR]

Creative and critical thinking play a central role in mathematics teaching and learning. These two forms of higher-order thinking contribute to individuals' problem-solving, decision-making, and knowledge generation processes. Teachers, in particular, have a significant role in fostering students' creative and critical thinking. In this context, the purpose of this study is twofold. First, it aims to examine the levels of creative thinking skills (CTSs) and critical thinking dispositions (CTDs) of pre-service mathematics teachers (PSTs), and the potential effects of gender and academic achievement on them. The second aim is to determine the relationship between the CTS and CTD of PSTs. Employing a quantitative research methodology, the study was structured around correlational model. It involved 205 PSTs, using the "How Creative Are You?" and "CTD Scale" for data collection. The data were analyzed through descriptive statistics, independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings revealed that the CTS levels of PSTs were above average, while their CTD levels were high. It was determined that CTSs and CTDs of PSTs did not differ significantly according to gender, while they differed significantly according to academic achievement. A medium, positive, and significant correlation was found between CTSs and CTDs of PSTs. Furthermore, CTSs of PSTs were identified as a significant predictor of their CTDs, explaining 23% of the variance in CTDs. [ABSTRACT FROM AUTHOR]

This case study reports on an intervention that took place within a second-year mathematics module at a higher education institution in the United Kingdom. Prior to completing an essay, students were supported to understand the potential benefits and risks of using Generative AI to aid their process. Students were allowed unpenalised use of Generative AI to complete this assessment. They were interviewed to gain an understanding of how they used this technology, and their perceptions of it. A small sample (n=3) allowed for in-depth exploration. All participating students reported using Generative AI in ways which developed their critical awareness of the technology, and the authors believe that the overall value of the assessment to students was enhanced. The case study ends with recommendations for integrating Generative AI into assessment, and directions for further study in this rapidly developing field. [ABSTRACT FROM AUTHOR]

Robotics offers innovative possibilities at all levels of education, which should be considered when planning the teaching process for certain engineering mathematics topics in higher education. This paper introduces a new teaching–learning technique that utilizes STEAM-based methods to explore cycloidal curves for Computer Science Engineering BSc students. Traditional frontal teaching has been enhanced with methods addressing the generational needs of students, including problem-based learning, STEAM integration, and project-based learning. We developed a methodological model that merges traditional teaching advantages with practical modern approaches suitable for Generation Z. The four-stage model for learning cycloidal curves employs various didactical approaches, utilizing different learning techniques at each stage to create an engaging and effective learning experience. A vital component of this model is the use of Desmos dynamic geometry software to create animations alongside educational robotics to aid visualization. We conducted quantitative studies with 98 first-year Computer Science Engineering students using a quasi-experimental research design to evaluate the new teaching technique's effectiveness. Results from the Mann–Whitney U test indicated that the experimental group significantly outperformed the control group. Additionally, the Kruskal–Wallis test confirmed that the four-stage model for learning cycloidal curves enhances learning achievement for all students, regardless of their prior knowledge. [ABSTRACT FROM AUTHOR]

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physicsmechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students. [ABSTRACT FROM AUTHOR]

The overall objective of this study was to examine the effect of blended learning on improving students’ mathematical cognitive demand and their extraneous and germane cognitive load in learning calculus of several variables. Guided by constructivist and cognitive load theories, a quasi-experimental design was conducted in three public universities. A total of 67 second-year undergraduate mathematics students participated for 4 months. The study used a mixed research method with social constructivism augmented by pragmatism. Data were analysed using analysis of co-variance procedure and thematic analysis and discussed using both quantitative and qualitative methods. The findings revealed that the treatment group students’ mathematical cognitive demand (treatment (TG1) (M = 70.9, SD = 10.8) and treatment (TG2) (M = 69.3, SD = 20.5) were significantly higher than the posttest scores of students in the comparison group in CG (M = 58.8, SD = 13.5), (p = 0.00)) with effect size of 0.25. Moreover, their germane cognitive load had improved and extraneous cognitive load reduced significantly compared to the comparison group. To conclude, mathematics cognitive demand can be improved with blended learning. These findings imply that blending mathematics instruction in higher education institutions is useful to policymakers. The finding also revealed that cognitive load was found a negative and significant predictor of mathematics cognitive demand. [ABSTRACT FROM AUTHOR]

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 present study aims to identify the presence and contribution of the Three Pedagogical Moments (3MP) fractal model in a teacher training process, based on the use of Generating Themes. Methodologically, this research was organized through a teacher training process in Science and Mathematics education at a public high school in the city of Ilheús-BA. The information was obtained through video recordings of the training sessions and analyzed using Discursive Textual Analysis, which resulted in two categories: i) The fractal structure of the 3MPs in the teacher training process; ii) The influence of 3MPs fractals on the planning of didactic-pedagogical activities. Among the results, it stands out that the fractal model of 3MPs contributed to the development of Thematic Investigation, enabling better structuring of its stages and dialogicity throughout the process; furthermore, it allowed the teacher to design an activity following the 3MPs structure, even without this dynamic being mentioned theoretically, highlighting the potential of this theoretical -methodological approach in implementing school praxis. Finally, the political-pedagogical actions carried out in the context of Science education indicated promising paths in promoting ongoing teacher training and understanding problems arising from students' reality, as well as their transposition into the classroom context, enabling critical education. [ABSTRACT FROM AUTHOR]

This study assessed the impact of a cognitive apprenticeship model (CAM)-based stratified teaching module on the mathematical proficiency of high school students. The stratified cognitive apprenticeship model teaching module (SCTM) first involves grouping students based on their mathematical abilities. Students with higher performance are placed in one class, while those with lower scores are placed in another. Instruction for each group is then conducted using the cognitive apprenticeship model, tailoring the teaching approach to align with the specific needs and abilities of each group. A quasi-experimental design was adopted and 150 students were recruited. This study compared the outcomes of a control group, which was instructed using conventional teaching methods (CI), with those of two experimental groups—one instructed using a stratified cognitive teaching method (SCTM)-based on the CAM—and another instructed using the CAM alone. Students' performance was evaluated based on a mathematics test including the following dimensions: knowing and understanding, investigating, communication, and application (of mathematical knowledge to real-life problems). The data were analyzed using an analysis of covariance (ANCOVA). The results indicated that students instructed using the SCTM outperformed their peers in mathematical achievement, thereby validating SCTM's effectiveness as a comprehensive educational strategy for mathematics education at the senior high school level. [ABSTRACT FROM AUTHOR]

Our aim in this article is to present ideas linked to some objects of school mathematics that reveal transpositional connections pertinent to the development of epistemological reference models, linking them to the notions of mathematical objects of Differential and Integral Calculus. The theoretical framework is centered on Didactic Transposition and the Anthropological Theory of the Didactic. We show how some of the objects of school mathematics are the focus of the notions of the objects of Differential and Integral Calculus, as well as highlighting the transpositional connections between school mathematics and higher education mathematics. In these transpositive connections lie possibilities for the development of epistemological models of reference that make the teaching of the objects of Differential and Integral Calculus more comprehensible. [ABSTRACT FROM AUTHOR]

Combinatorial proofs of binomial identities involve establishing an identity by arguing that each side enumerates a certain set of outcomes. In this paper, we share results from interviews with experienced provers (mathematicians and upper-division undergraduate mathematics students) and examine one particular aspect of combinatorial proof, namely the kinds of contexts that experienced provers used to establish combinatorial proofs of binomial identities. Our findings show that overall, our participants used a variety of contexts in their work; we also demonstrate ways in which previous experiences influenced the contexts they chose, and we offer some instances in which features of a context supported their combinatorial proof production. We offer some theoretical implications of our work, and we conclude with a discussion of limitations and avenues for future work. [ABSTRACT FROM AUTHOR]

Many students who take a mathematics course as part of their post-secondary education are not enrolled in a mathematically-intensive degree program. This poses a challenge to mathematics departments that, for example, value and privilege more traditional mathematics curriculum: should students in such courses be taught differently than those in more traditional mathematics courses? What should constitute the curricula of these courses and who should teach them? How might the local institutional context influence the courses that are ultimately offered? This paper sketches a theory intended to help frame responses to these questions. We then present an example of this theory in action, in the form of a general education mathematics course for first-year, underprepared students. The ongoing design, teaching, and evaluation of this course might inspire further revisions to general education in mathematics at the undergraduate level. We present the motivation for the design of the course, a summary of what was ultimately enacted, and our reflections of this ongoing event. Our intention here is not to present our course and an evaluation of its 'success' – however that might be conceptualised – but rather to display a rigorous vision for post-secondary general education mathematics. [ABSTRACT FROM AUTHOR]

Technical skills related to basic mathematics in higher education have been a key foundation for further allied courses across primary programmes. While the traditional learning strategies appear to be inadequate to enhance the basic mathematics skills of university students, digital mathematical games pose the potential to improve such a set of skills by means of mobile learning. This work focuses on investigating the influence of digital mathematical games on students' basic mathematics skills under four various academic programmes. To illustrate the proposed scheme, a case study is conducted in a state university in the Philippines across undergraduate programmes in information technology, hospitality management, industrial engineering, and education. It was found that the use of digital games can improve the skills of students in basic mathematics. Thus, the educational system may be redesigned along with the positive effects of digital games on traditional skill enhancement initiatives. [ABSTRACT FROM AUTHOR]

Increasingly, teacher preparation programs are transitioning to a co-teaching model to better prepare future teachers for the co-teaching experiences they will likely encounter in their PK–12 careers when they share a classroom with another teacher. Despite this transition, co-teaching remains rare in undergraduate university courses. To address this issue, two mathematics teacher educators explored on a co-teaching model in an undergraduate mathematics content course for future elementary teachers. An interpretive qualitative analysis was conducted on primary data sources of instructor journal entries and observation protocol forms, with videos of instruction and lesson materials as secondary sources. Episodes of each co-teaching strategy employed was coded for rationale in selection, reflection on implementation, affordances, and limitations. University classroom examples are provided for each strategy. Findings indicate that co-teaching strategies have numerous impacts on the classroom, such as opportunities for students to learn, opportunities for teachers to learn, opportunities for teacher-student interaction, opportunities for teacher-teacher interaction, power dynamics among instructors, and logistics (such as classroom space and available manipulatives). Implications of this research include an increased understanding of a co-teaching model for instructors interested in implementing the model in university courses. [ABSTRACT FROM AUTHOR]

In this paper, we describe an idea for mathematics lectures that involves using digital tools for first-year university students. Materials in the Moodle course include live broadcasts, lecture recordings, Moodle tests, sample solutions and videos. The aim of the paper is to find out from students' feedback which digital tools help them understand the material better. We focus also on the tools used in the Desmos environment slides. Students' feedback showed that using Desmos slides during the lecture helped them understand the theory better and try the tasks immediately. Graphical Desmos tools were the most appreciated because they helped to visualize the studied topic. [ABSTRACT FROM AUTHOR]

In this paper we deal with a geometric machine that has gone somewhat unnoticed in mathematics education: the Perfect Compass. It allows conics to be drawn using a special two-aperture compass, based on Apollonius' conic sections. Proposed in the 1 Oth century, it seems that was never built in medieval times -at least no archaeological remains from the medieval period have been found- and later constructions have operational limitations. This machine has been reengineered by us to make it fully functional and thus become a suitable instrument for education. We have built it using Digital Manufacturing technology, such as 3D printing and laser cutting, so that it can be widely available in the service of mathematics education. We also show how its operation results in a machine where its manipulation allows direct knowledge of the method and concepts used. [ABSTRACT FROM AUTHOR]

Higher vocational mathematics education is advanced and related to real-time applications providing vast knowledge. Teaching and training peculiar mathematical problems improve their educational and career-focused performance. Therefore optimal performance assessment methods are required for reducing the lack of knowledge in mathematics learning. This article hence introduces an Articulated Performance Assessment Model (APAM) for consenting mathematics assessment. In this model, fuzzy optimization is used for consenting different factors such as understandability, problem-solving, and replication. The understandability is identified using similar problem progression by the students, whereas replication is the application of problem-solving skills for articulated mathematical models. From perspectives, problem-solving and solution extraction is the theme that has to be met by the student. The assessments hence generate a perplexed outcome due to which the fuzzy optimization for high and low-level understandability is evaluated. The optimization recommends the change in varying steps in problem explanation and iterated replication for leveraging the students' performance. This process swings between irrelevant and crisp inputs during fuzzification. In this process, the crisp inputs are the maximum replications produced by the students for better understanding. Therefore, the proposed model is evaluated using efficiency, maximum replication, fuzzification rate, and analytical time. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has posed one of the most challenging situations for the academicians as well as the students all around the world. Students being the biggest stake holders of the education process, their challenges during this pandemic become even more pivotal. These challenges vary in intensity and type depending on multiple items. In this paper, we analyse and document the challenges particular to the courses of mathematics and statistics in higher education. A survey was carried out for students, who have taken mathematics/statistics courses at universities mainly in UAE, to analyse various items affecting the learning process during the COVID-19 pandemic. The results of the survey showed that a significant portion of students are satisfied with distance education. [ABSTRACT FROM AUTHOR]

Principles of mathematics education and content standards and (NCTM) abstract. The National Council of Mathematics Teachers of America and Canada has compiled a process for school mathematics that most countries, including Iran, have included in the planning of school mathematics courses. In Iran, the use of these standards in both content and process forms is clearly seen in the educational program of school mathematics courses in the field of preparing teaching resources and explaining the teaching methods of mathematics courses. Due to the importance of procedural standards and the fact that in the research of school mathematics education, especially in secondary school, they have been less discussed in comparison with content standards, this study is for the first time in a coherent way with the method of library research and collecting information from First-hand and important sources and documents and by categorizing and analyzing this information by the method of document analysis, it has defined and introduced the principles and standards of high school mathematics education, such as content and process, and considering the importance of process standards of this type The standard has been emphasized and explained. Also, the relationship of various process standards with each other and their importance in school mathematics education has been investigated and analyzed, and the new modeling process standard has been introduced and described. In addition, how to use them is provided for the use of professionals, teachers, students and students. [ABSTRACT FROM AUTHOR]

The article explores the relationship between mathematics education and humanity, with a focus on the efforts of the International Commission on Mathematical Instruction (ICMI). The ICMI recognizes the significance of mathematics education in addressing societal challenges and promoting sustainable development. The article provides evidence of this relationship through various initiatives, such as the International Congress on Mathematical Education, ICMI Study 27, and the Felix Klein Medals awarded to Professors Ubiratan D'Ambrosio and Alan Bishop. Additionally, the article mentions the International Mathematics Union's interest in mathematics for humanity and sustainable development. The ICMI's work aligns with the goal of inclusive mathematics education for all learners, considering social, cultural, and historical contexts. The text also highlights the Capacity and Network Project (CANP), which supports the enhancement of mathematics education in developing regions while respecting local knowledge and experiences. [Extracted from the article]

Purpose: This study aims to describe and examine the effectiveness of the mathematics-based learning method, called Accountamatics (Accounting from Mathematics perspective). The Accountamatics method is rooted in the principles of double-entry bookkeeping and the rules of debits and credits, which were initially documented by Luca Pacioli, a Mathematics Professor, in a mathematics book. Design/methodology/approach: This study uses a quasi-experimental design, spanning a duration of one semester, to examine its research objectives. The participants included 230 students from the Faculty of Economics and Business in Indonesia, who were accredited by AACSB. Control variables, including gender, majors and study backgrounds, were taken into consideration. The data was analyzed using a linear regression test, followed by a comparative t-test. Findings: The study findings show a significant positive impact of the Accountamatics method on student performance when compared to traditional learning approaches. Furthermore, the analysis indicates that the control variables examined in the study did not have a significant effect on student performance. Thus, it can be inferred that the implementation of the Accountamatics method has a beneficial effect on the academic performance of college students. Practical implications: The study findings provide valuable insights for faculty members in higher education institutions, highlighting the potential benefits of incorporating mathematics-based teaching in accounting as an alternative approach for business students. These findings contribute to the existing knowledge on innovative teaching methods that can enhance the study of accounting within the business curriculum. Originality/value: Over the span of around 25 years, extensive research has been conducted to compare traditional teaching methods with innovative approaches. However, the results have not consistently shown that the innovative methods outperform their traditional counterparts. In response to this, the Accountamatics method has been developed, building upon the fundamental knowledge in accounting that has been used since 1494. Despite its historical significance, this method is sometimes regarded as limited to technical knowledge in the modern era. [ABSTRACT FROM AUTHOR]

Assessment is often used to promote learning, but the mechanisms of how assessment relates to epistemology – knowledge and knowing – have been scarcely studied and theorised. In this study, we examine students' epistemic resources in relation assessment in the context of university mathematics education. We draw on the theoretical framework of epistemic injustice in order to understand how assessment produces knowledge and knowers. Using reflexive thematic analysis, we analyse 77 students' essays about their experiences and ideals of assessment practices. We discuss how the students contributed to co-constructing the dominant status of exams in mathematics - exams were deemed fit to assess mathematical knowledge. At the same time, experiences of alternative assessment practices enabled students to re-define what constitutes valid knowledge and how such knowledge can be demonstrated and assessed. We conclude by noting that developing student-centred assessment practices not only fosters students' learning but also promotes their epistemic resources. [ABSTRACT FROM AUTHOR]

One of my last assignments at the university of Gothenburg was to teach a sequence of three seminars in programming for prospective teachers (n=37). The three seminars are given in the introduction of this manuscript. Since this was a course for prospective upper secondary teacher of mathematics, it was decided that it should be a course in programming for learning mathematics. This manuscript is a research article but also a manuscript about programming in GeoGebra, Python, and Wolfram Alpha. The examples I shared with my students led me to write a book about programming. See the reference list. [ABSTRACT FROM AUTHOR]

Generation Z, born in the late 20th and early 21st centuries, is highly familiar with technology in their daily lives. Understanding how these technologies influence learning is crucial for developing pedagogical approaches that leverage technological applications for innovative teaching and self-learning strategies. Educational technologies offer several advantages, such as enhancing students' learning experiences, increasing their motivation, and improving their comprehension. Recognizing these benefits, the authors of this work developed an educational resource - a digital Escape Room - where students can explore their problem-solving skills. This paper presents a case study involving first-year undergraduate students in a Tourism degree programme at a higher education institution, using a digital escape room. The study aims to evaluate how the escape room contributes to increasing students' interest and motivation, as well as the consolidation of learning. Students' perceptions were assessed through a quantitative survey. The effect on students' comprehension was evaluated by comparative assessment with a reference group. The conclusions suggest that the digital escape room represents an effective educational approach that enhances student interest and helps consolidate learning. [ABSTRACT FROM AUTHOR]

This study is a part of a larger research about assessment views and practices in undergraduate and graduate programs of mathematics, physics, mathematics education and physics education departments. Assessment approach of an instructor who has been teaching in mathematics department is investigated. For this purpose, semi-structured interview is conducted with the instructor. Moreover, Algebra II course are observed and videotaped. Interview data are analysed by using content analysis and observation data are analysed by descriptive analysis. Analyis of data revealed a model of assessment that include modes of assessment. Althogh the instructor did not have a pedagogical training he is able to construct his own assessment model by without having the conceptual knowledge about assessment of mathematical thinking. [ABSTRACT FROM AUTHOR]

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The training of non-specialists, particularly engineers, in mathematics requires designing specific didactic proposals that make the importance of mathematics evident. One approach to creating such proposals consists in analyzing the mathematics used in authentic contexts of engineering research and then effectuating a didactic transposition to mathematics teaching. To this end, in this research, we use elements of the anthropological theory of the didactic and the methodology of didactic engineering. Initially, we analyze the blind source separation method, a case of inverse modeling widely used in numerous engineering contexts (e.g., telecommunications, acoustics, geophysics, biosignal analysis). More specifically, we examine the algorithm based on the A x = b matrix model and its use in a signal processing context. Based on this analysis, we designed a didactic device that focuses the study on a simulated signal mixture of pure tones and implemented it in two first-year university mathematics courses in the virtual modality. This article reports the results of the students' first approximation to mathematical modeling activity in a setting of authentic research in engineering using a blind source separation method. [ABSTRACT FROM AUTHOR]

It is generally accepted that teachers' beliefs impact their instructional choices, but characterizations of that relationship are limited in college settings. Furthermore, examinations of instructor beliefs, instruction, and student beliefs together in one setting are rarely described. Based on interviews with two Abstract Algebra instructors, classroom video from three units of instruction, and survey and interview data from students in the classes, this paper examines instructors' stated beliefs, ways these beliefs manifested in their teaching, and students' beliefs across the course. Both instructors made curricular choices clearly aligned with their stated views of the nature of mathematics, learning, and teaching. Day-to-day instructional choices reflected these stated beliefs as well, but the difficulty of material and tensions with other beliefs like the importance of interactivity manifested. Characterizations of the interactivity of classes and placement of the mathematical authority in class are provided through descriptive and quantitative measures. These characterizations of instruction provide nuanced portrayals of classroom norms and changes in those norms throughout the semester. Furthermore, subtle shifts in student beliefs about teaching and learning are noticeable, suggesting students' beliefs about teaching and learning mathematics can be influenced even by modest changes in instructional practice. [ABSTRACT FROM AUTHOR]

This study explored what Ghanaian student teachers value in college mathematics learning. A cross-sectional survey involving 180 student teachers from College of Education in Ghana was conducted using the What I Find Important (WIFI) in mathematics learning questionnaire. The study employed principal component analysis with Oblimin rotation and one-way multivariate analysis of variance in analyzing the data gathered. Among the findings, it was found that student teachers value exploration, connections, understanding, and fluency in their study of college mathematics. Also, the findings of the study revealed a statistically significant difference in what student teachers value in college mathematics learning across college class levels. To facilitate a clearer understanding of valuing in the colleges of education in Ghana, it is considered important to establish through research the values of teacher educators regarding college mathematics learning and teaching, and how these values reflect what student teachers value and those values espoused in the new 4-year Bachelor of Education (B.Ed.) curriculum in Ghana. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To cope with an unpredictable future, higher education in mathematics and science (MS) needs to educate a knowledgeable and skilled workforce. Co-operative learning (CL) is a teaching method associated with increased academic achievement and development of generic skills. Thus, the purposes of this scoping review are to assess the evidence base of CL in undergraduate MS education to inform teaching practices and to identify potential knowledge gaps to inform future research. The review covers 24 empirical studies conducted from 2010 to 2020 on the prevalence, uses, and outcomes of CL elements in undergraduate MS education. The results show that there are few such studies, and these are rarely conducted outside the US or in disciplines other than chemistry. The most frequently implemented CL elements in the included studies are heterogeneous group formation, the use of roles, and different CL structures. The most prevalent student outcome of implemented CL elements in the reviewed studies is enhanced academic success, followed by student attitudes, generic skills, and psychological health. The results have implications for future implementation of and research on CL in international MS higher education. [ABSTRACT FROM AUTHOR]

This article aims to carry out a systematic review of selected literature on empirical studies into the use of argumentation in the field of Mathematics Education in higher education. To do so, we searched for articles on the Education Resources Information Center (ERIC) database, more specifically in Mathematics Education journals published between 2012 and 2021. This period is justified for encompassing a decade of research published until the year immediately before the beginning of this study. After selecting and reading the articles, the following categories of analysis were identified: argumentation as a tool to analyze students' arguments, argumentation as a tool to analyze professors' arguments and argumentation as a teaching approach. The analysis was based on literature studies, mostly from the theoretical perspective of Toulmin's and Perelman's argumentation theories. The results showed three ways of using argumentation in relation to the teaching approach, investigations into the teaching of proof, assessment of the relationship between argumentation and proof and investigation into students' and professors' argumentation quality. However, we highlight that more investigations need to be carried out to assess the potential of courses focused on argumentation for higher education mathematics subjects, especially research into Perelman's approach, about which studies have been reasonably scarce. [ABSTRACT FROM AUTHOR]

In this paper, we aim to contribute to the planning and implementation of education in higher mathematics education for students from non-mathematics study programs, specifically focusing on multivariable calculus, i.e., multiple integrals. Indeed, the outcomes of various empirical studies indicate that students from non-mathematical faculties struggle to grasp and comprehend multiple integrals and multivariable functions in general. The research presented in this paper aims to ascertain whether there is a significant correlation between students' achievements in multiple integrals and their achievements in applying knowledge and skills from analytical geometry (to define sets of points in the plane and space, determined by lines, curves, planes and surfaces). Additionally, the study investigates whether this correlation potentially varies based on the various instructional teaching approaches. The presented empirical research was conducted at the Faculty of Engineering, University of Kragujevac, with 72 second-year students, divided into two groups. The results indicate that the given linear correlation is statistically significant and positive. Moreover, the differences in correlation coefficients calculated for two groups of students who acquired knowledge in multiple integrals through different instructional approaches are not statistically significant. These findings underscore the need to devote substantial attention to the teaching of multiple integrals, especially in devising methods that enable students to visualize specific mathematical concepts in both plane and space. Additionally, a precise definition of integration domains, and an accurate specification of variable bounds, should be emphasized in the multiple integrals teaching and learning process. [ABSTRACT FROM AUTHOR]

Copyright of Journal High School is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Higher order thinking skills (HOTS) is a way of thinking that moves beyond memorization of facts to higher level thinking such as synthesis, analysis and evaluation. Mastering HOTS is important for students to excel in their education and real-life. Many factors are believed to promote HOTS among students. One such endeavour is integrating Information and Communication Tools (ICT) in teaching and learning activities. ICT is believed to enhance students' performance and higher-level thinking. It is understood that culture plays an important role in determining an individual's decision to adopt ICT to promote HOTS. The influence of cultural factor is more crucial to students from multinational countries such as Malaysia. Thus, this study aimed to investigate the influence of students' perceived culture (collectivism and uncertainty avoidance) and attitudes towards technology use on the promotion of HOTS in ICT integrated mathematics classes in higher education contexts. A total of 250 mathematics students from 3 local public universities in Malaysia participated in this study. Structural equation modelling revealed that students HOTS is significantly influence by attitudes towards technology use. Uncertainty avoidance strongly influence attitude towards technology use. However, collectivism is not a strong predictor of attitude towards technology use. The practical implications of the study are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Featured Application: This study can be further extended to determine the ability of artificial intelligence to classify professional skills and success in cognitive task solutions according to EEG data. A high level of mathematical education is often associated with high effectiveness in solving cognitive problems and professional success. It is known that cognitive processes are accompanied by specific bioelectric activity in the brain and success in mathematical education as a behavioral phenotype is also reflected in EEG both during mental activity and at rest. This study tested the potential to distinguish volunteers with an advanced level of education in mathematics (AM) from individuals with a basic level of education in mathematics (BM) based on the frequency parameters of the resting-state electroencephalogram (EEG) recorded before the start of cognitive tasks. Further, the volunteers were divided into two groups, highly successful and moderately successful, according to their task-solving performance. The Light Gradient Boosting Machine learning algorithm was used for cross-subject classification based on the power spectral density of seven EEG frequency bands. It most accurately recognized and differentiated EEG of highly successful from highly successful BM subjects. The results indicate that success in solving tasks in combination with a high level of education in mathematics can be reflected in or predicted by the specific rhythmic activity of the brain at rest. [ABSTRACT FROM AUTHOR]

This study examines how collective argumentation in the integration of the ACODESA method (collaborative learning, scientific debate and self-reflection) and GeoGebra can help students understand parametric equations. The participants of the study consist of 24 university students enrolled in a mathematics education programme at a state university in Turkey. Data were collected through students' written productions, screen recorder software, and transcriptions of the students' argumentations for selected groups. The collected data were analysed based on Toulmin's model. Results of the study indicate the use of GeoGebra in ACODESA method triggered a sense of understanding of parametric equations. It became apparent that the participants constructed parametric equations from existing knowledge of trigonometric identities, definition of function, and general form of the equation of a circle by making connections between algebraic and geometric representations. The integration of GeoGebra into ACODESA method also fostered some process aspects of mathematical reasoning (generalizing, conjecturing, and justifying) on parametric equations. [ABSTRACT FROM AUTHOR]

In this study, performance data from students on a mathematics graduate programme from Spring 2019 to Spring 2020 were collected and analysed. The results showed that, if the right course delivery method was implemented, the impact of the coronavirus pandemic (COVID-19) on students' performance could be minimal. Based on the study, some recommendations are made on how to improve students' performances in graduate-level mathematics courses. [ABSTRACT FROM AUTHOR]

In this concluding commentary, I embed the articles of the special issue "Transition from school into university mathematics: experiences across educational contexts" into the current landscape of research on secondary–tertiary transition, and discuss the advancement they made related to the synthesis published in 2008 by Gueudet. My aim is to elaborate a new synthesis across the topics of affect and the use of sociocultural perspectives that have framed the work of all contributions. For that, I focus on four major themes. First, I consider the complex relationship between affect and socio-cultural dimensions in the papers, which raises the need for theory networking in further research clarifying mutual roles of the two dimensions. Second, international diversity is only partially expressed in the collection of papers, thus should be a major topic of research in future that would provide a more comprehensive view on the transition from school to university mathematics. I thirdly discuss how the collection of papers deepens our understanding of the complexity and diversity related to the students' experience with the secondary–tertiary transition and its potential impact for teaching. Finally, I propose and justify the need for systematic design and evaluation of interventions targeting a change in students' affect related to the transition. In sum, the wide range of the significant findings in this special issue and their mutual relations add new perspectives to the research on secondary–tertiary transition and evidence a new spectrum of research directions. [ABSTRACT FROM AUTHOR]