This edited volume presents a broad range of original practice-oriented research studies about tertiary mathematics education. These are based on current theoretical frameworks and on established and innovative empirical research methods. It provides a relevant overview of current research, along with being a valuable resource for researchers in tertiary mathematics education, including novices in the field. Its practice orientation research makes it attractive to university mathematics teachers interested in getting access to current ideas and results, including theory-based and empirically evaluated teaching and learning innovations.
The content of the book is spread over 5 sections: The secondary-tertiary transition; University students' mathematical practices and mathematical inquiry; Research on teaching and curriculum design; University students mathematical inquiry and Mathematics for non-specialists.
Recenzijas
I found myself, a research mathematician with an equal interest in mathematics education research, learning quite a number of new things. it was an interesting read. Indeed, the book often lives up to its promise to deliver practice oriented research which I could try out in my own teaching. the book endeavours to show what has worked in real university settings as well as suggest the way ahead for the field. (Eng Guan Tay, International Journal of Research in Undergraduate Mathematics Education, Vol. 9 (3), 2023)
Part 1: Research on the secondary-tertiary transition.
Chapter
1.
Self-regulated learning of first-year mathematics students.
Chapter
2. The
societal dimension in teacher students beliefs on mathematics teaching and
learning.
Chapter
3. The Organization of Inter-level Communities to Address
the Transition Between Secondary and Post-secondary in Mathematics.
Chapter
4. Framing mathematics support measures: goals, characteristics and frame
conditions.- Part 2: Research on university students' mathematical
practices.
Chapter
5. It is easy to see- tacit expectations in
multivariable calculus.
Chapter
6. University Students Development of
(Non-) Mathematical Practices: A Theory and its Implementation in a Study of
one Introductory Real Analysis Course.
Chapter
7. A theoretical account of
the mathematical practices students need in order to learn from lecture.-
Chapter
8. The choice of arguments: considering acceptance and epistemic
value in the context of local order.
Chapter 9.Supporting students in
developing adequate definitions at university: The case of the convergence of
sequences.
Chapter
10. Proving and defining in mathematics - Two intertwined
mathematical practices.- Part 3: Research on teaching and curriculum design.-
Chapter
11. Developing mathematics teaching in university tutorials: an
activity perspective.
Chapter
12. Conceptualizations of the role of
resources for supporting teaching by university instructors.
Chapter
13. The
rhetoric of the flow of proof Dissociation, presence and a shared basis of
agreement.
Chapter
14. Teaching Mathematics Education to Mathematics and
Education.
Chapter
15. Inquiry-Oriented Linear Algebra: Connecting
Design-Based Research and Instructional Change Theory in Curriculum Design.-
Chapter
16. Profession-specific curriculum design research in mathematics
teacher education: The case of abstract algebra.
Chapter
17. Leveraging
Collaboration, Coordination, and Curriculum Design to Transform Calculus
Teachingand Learning.- Part 4: Research on university students mathematical
inquiry.
Chapter
18. Real or fake inquiries? Study and research paths in
statistics and engineering education.
Chapter
19. Fostering inquiry and
creatity in abstract algebra: the theory of banquets and its reflexive stance
on the structuralist methodology.
Chapter
20. Following in Cauchys
footsteps: student inquiry in real analysis.
Chapter
21. Examining the role
of generic skills in inquiry-based mathematics education: the case of extreme
apprenticeship.
Chapter
22. On the levels and types of students inquiry:
the case of calculus.
Chapter
23. Students prove at the board in whole-class
setting.
Chapter
24. Preservice secondary school teachers revisiting real
numbers: a striking instance of Kleins second discontinuity.- Part 5:
Research on mathematics for non-specialists.
Chapter
25. Mathematics in the
training of engineers: Contributions of the Anthropological Theory of the
Didactic.
Chapter
26. For an institutional epistemology.
Chapter
27.
Modeling and multiple representations: Bringing together math and
engineering.
Chapter
28. The interface between mathematics and engineering
in basic engineering courses.
Chapter
29. Modifying tasks in mathematics
service courses for engineers based on subject-specific analyses of
engineering mathematical practices.
Chapter
30. Learning mathematics through
working with engineering projects.
Chapter
31. Challenges for research about
mathematics for non-specialists.
Chapter
32. Establishing a National
Research Agenda in University Mathematics Education to Inform and Improve
Teaching and Learning Mathematics as a Service Subject.
Chapter
33. Tertiary
mathematics through the eyes of non-specialists: engineering students
experiences and perspectives.
Rolf Biehler has been, since 2009, a full professor for didactics of mathematics at Paderborn University. Before, he was a professor for didactics of mathematics at the University of Kassel (since 1999). His research domains include: tertiary mathematics education, professional development of teachers of mathematics, didactics of probability, statistics, and data science. Michael Liebendörfer is Juniorprofessor of higher mathematics education at the University of Paderborn, Germany. His research focus is on students motivation and learning strategies as well as the evaluation of innovative teaching in higher mathematics.
Ghislaine Gueudet has been, since 2009, a full professor in mathematics didactics at the University of Brest (France) and a member of the CREAD (Center for Research on Education, Learning and Didactics). Her research concerns university mathematics education, and the interactions between teachers, students and resourcesfor the learning and teaching of mathematics from preschool to university and in teacher education. Chris Rasmussen is Professor of mathematics education in the department of mathematics and statistics at San Diego State University. His research investigates inquiry-oriented approaches to the learning and teaching of undergraduate mathematics and the process of departmental and institutional change.
Carl Winslųw holds, since 2003, the position as full professor in Didactics of Mathematics at the University of Copenhagen. WIth a background in pure mathematics, his research is currently mainly on university mathematics education, especially the teaching of analysis, and mathemathematics teacher knowledge.
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