scholarly journals A Departmental Initiative to Effectively Incorporate Technology Use in Engineering Mathematics Education: A Case Study

2020 ◽  
Author(s):  
Jeffrey Hieb ◽  
Patricia Ralston
Keyword(s):  
Mathematics Education ◽  
Technology Use ◽  
Engineering Mathematics

Proceedings of the 14th Engineering Mathematics and Applications Conference

2020 ◽  
Vol 61 ◽  
Author(s):  
Christopher C Tisdell ◽  
Zlatko Jovanoski ◽  
William Guo ◽  
Judith Bunder
Keyword(s):  
Saudi Arabia ◽  
New Zealand ◽  
Mathematics Education ◽  
Interest Group ◽  
Applied Mathematics ◽  
Special Section ◽  
Mathematical Education ◽  
Mathematical Methods ◽  
Engineering Mathematics ◽  
Technology Group

  EMAC 2019 UNSW Canberra, Australia 26th Nov–29th Nov 2019 This Special Section of the ANZIAM Journal (Electronic Supplement) contains the refereed papers from the 14th Engineering Mathematics and Applications Conference (EMAC2019), which was held at the UNSW Canberra, Australia from 26th November to 29th November 2019. EMAC is held under the auspices of the Engineering Mathematics Group (EMG), which is a special interest group of the Australian and New Zealand Industrial and Applied Mathematics division of the Australian Mathematics Society. This conference provides a forum for researchers interested in the development and use of mathematical methods in engineering and applied mathematics, and aims to foster interactions between mathematicians and engineers, from both academia and industry. A further theme of the conference is the mathematical education of applied mathematicians and engineers. The event attracted participants from around the globe, including: New Zealand, Saudi Arabia, United Kingdom, Japan and Australia. The invited speakers at the 2019 meeting crossed the spectrum of specialities in engineering, mathematics, education and industry. They were: Alexander Kalloniatis (Defence Science and Technology Group), Robert K. Niven (UNSW Canberra), Katherine Seaton (La Trobe University) and Antoinette Tordesillas (University of Melbourne). All of the articles included in the EMAC 2019 Proceedings have been critically peer reviewed to the usual standards of the ANZIAM Journal. EMAC 2019 Organising Committee The conference organising committee were Fiona Richmond, Zlatko Jovanoski (Director), Leesa Sidhu, Duncan Sutherland, Fangbao Tian, Isaac Towers, Timothy Trudgian and Simon Watt. The invited speakers were chosen by a committee of experts including Alys Clark, Jennifer Flegg, Bronwyn Hajek (EMG Chair), Zlatko Jovanoski, Dann Mallet, Robert Niven, Brandon Pincombe, Melanie Roberts (Chair) and Harvinder Sidhu.

From Theory to Practice and Back: How the Concept of Implicit Bias was Implemented in Academe, and What this Means for Gender Theories of Organizational Change

2021 ◽  
pp. 089124322110003
Author(s):  
Laura K. NelsoN ◽  
Kathrin Zippel
Keyword(s):  
Organizational Change ◽  
Implicit Bias ◽  
Institutional Transformation ◽  
Translation Process ◽  
Theory To Practice ◽  
Engineering Mathematics ◽  
Promote Gender Equality ◽  
Change Framework ◽  
Gender Theories

Implicit bias is one of the most successful cases in recent memory of an academic concept being translated into practice. Its use in the National Science Foundation ADVANCE program—which seeks to promote gender equality in STEM (science, technology, engineering, mathematics) careers through institutional transformation—has raised fundamental questions about organizational change. How do advocates translate theories into practice? What makes some concepts more tractable than others? What happens to theories through this translation process? We explore these questions using the ADVANCE program as a case study. Using an inductive, theory-building approach and combination of computational and qualitative methods, we investigate how the concept of implicit bias was translated into practice through the ADVANCE program and identify five key features that made implicit bias useful as a change framework in the academic STEM setting. We find that the concept of implicit bias works programmatically because it is (1) demonstrable, (2) relatable, (3) versatile, (4) actionable, and (5) impartial. While enabling the concept’s diffusion, these characteristics also limit its scope. We reflect on implications for gender theories of organizational change and for practitioners.

scholarly journals Learning Contextual Inquiry and Distributed Cognition: a case study on technology use in anaesthesia

2014 ◽  
Vol 17 (3) ◽  
pp. 431-449 ◽  
Author(s):  
Erik Berndt ◽  
Dominic Furniss ◽  
Ann Blandford
Keyword(s):  
Technology Use ◽  
Distributed Cognition

Teachers' learning in extraordinary times: shifting to a digitally facilitated approach to lesson study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
James Calleja ◽  
Patrick Camilleri
Keyword(s):  
Technology Use ◽  
Lesson Study ◽  
Group Discussion ◽  
Content Type ◽  
Self Reflection ◽  
Opportunities For Learning ◽  
Study Process ◽  
The University ◽  
Practical Implications

PurposeThe research reported in this paper brings forth the experiences of three teachers working in different schools. These teachers learned about lesson study through a course offered at the University of Malta while, at the same time, leading a lesson study with colleagues at their school. With the COVID-19 outbreak, these teachers had, out of necessity, to adopt and accommodate for their lesson study to an exclusive online approach. This paper, hence, focuses on teachers' learning as they shifted their lesson study online.Design/methodology/approachThis paper presents a case study that delves into the experiences and perceptual insights that these teachers manifested in shifting to an exclusive online lesson study situation. Data collection is derived from a focus group discussion, teacher reflective entries and detailed reports documenting the lesson study process and experiences. Employing technological frames as the theoretical lens, a description-analysis-interpretation approach was employed to analyse and interpret reflections and grounded experiential perceptions that the respondents disclosed during their lesson study journey.FindingsNotwithstanding their initial discerned sense of loss and unpreparedness of being constrained to migrate lesson study to exclusive online means, teachers eventually recognised that digitally mediated collaborative practices enhanced self-reflection about the lesson study process. Therefore, the extraordinary situation that the teachers in this study experienced not only disrupted their modus operandi but also allowed them to discern new opportunities for learning about digital technology use in lesson study.Practical implicationsDisruption, brought about by unforeseen circumstances, takes teachers and professional development facilitators out of their comfort zones, invariably helping them grow out of their limitations and rethink lesson study practices.Originality/valueIntentionally driven disruptions prompt teachers to resolve their dissatisfactory situations by thinking out of the box, eventually helping them to improve their professional practices.

scholarly journals O ENSINO DE SITUAÇÕES MULTIPLICATIVAS: constatações a partir dos atos de mediação docente

2017 ◽  
Vol 24 (2) ◽  
pp. 74
Author(s):  
Eliziane Rocha Castro ◽  
Marcília Chagas Barreto ◽  
Antonio Luiz De Oliveira Barreto ◽  
Francisco Jeovane do Nascimento
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teaching Practice ◽  
Field Research ◽  
Technical Skills ◽  
Theoretical Construct ◽  
Case Study Method ◽  
History Of ◽  
Professional History

ElResumo: Inserida no campo da Educação Matemática, esta investigação tem como objetivo central analisar os atos de mediação docente no ensino de situações multiplicativas no 5º ano do Ensino Fundamental, tendo como suporte referencial a Teoria dos Campos Conceituais. O constructo teórico prevê a estruturação dos conceitos de multiplicação e divisão em um único campo conceitual – o das Estruturas Multiplicativas. A pesquisa é de natureza qualitativa, ancorada no método do Estudo de Caso recaindo sobre os atos de mediação de uma docente do 5º ano do Ensino Fundamental de uma escola da rede pública do município de São Luís, Maranhão. A pesquisa de campo foi realizada nos meses de outubro e novembro de 2015. Os dados empíricos foram coletados por observação de três aulas previamente planejadas pela docente observada. Os achados dessa incursão investigativa apontam a carência do trabalho voltado para os aspectos conceituais das operações de multiplicação e divisão, bem como revelam a proeminência da simbolização em detrimento da conceitualização. As conclusões que se derivam dessa incursão investigativa entrelaçam aspectos inerentes à formação e à prática docente, na medida em que englobam o amplo repertório de eskemas concernentes à interação, comunicação, linguagem e afetividade, além do conjunto de competências técnicas e conhecimentos propagados nos espaços de formação que também modelam os atos de mediação docente no decurso da história individual e profissional dos professores.Palavras-chave: Situações multiplicativas. Mediação docente. Teoria dos Campos Conceituais.TEACHING SITUATIONS MULTIPLICATIVE: findings from the mediation acts of teachers Abstract: Inserted in the field of mathematics education, this research had as main objective to analyze the acts of teacher mediation in teaching multiplicative situations in the 5th year of elementary school, supported by the Theory of Conceptual Fields. The theoretical construct provides the structure of multiplication and division concepts into a single conceptual field - that of multiplicative structures. The research is qualitative in nature, anchored in the Case Study method falling on the acts of mediation of a teacher of the 5th year of elementary school in a public school in São Luís, Maranhão. The field research was conducted in the months of October and November 2015. The data were collected by observation of three classes previously planned by the teacher observed. The findings of this investigative foray point to the lack of focused work for the conceptual aspects of the multiplication and division operations , as well as reveal the prominence of symbolization at the expense of conceptualisation. The conclusions derived from this investigative foray intertwine aspects of training and teaching practice, in that it encompasses the broad repertoire  concerning the interaction, communication, language and affection, beyond the range of technical skills and propagate knowledge in the areas of training also model the acts of teaching mediation during personal and professional history of teachers.Keywords: Situations multiplicative. Mediation acts of teachers. Theory of Conceptual Fields.LA ENSEÑANZA DE SITUACIONES MULTIPLICATIVAS: resultados a partir de los actos de mediación docente Resumen: Insertado en el campo de la educación matemática, esta investigación tiene como objetivo principal analizar los actos de mediación docente en la enseñanza de las situaciones multiplicativas en el 5º año de la escuela primaria, utilizando como soporte de referencia la teoría de los campos conceptuales. La construcción teórica proporciona la estructura de los conceptos de multiplicación y división en un solo campo conceptual – el de las estructuras multiplicativas. La investigación es de naturaleza cualitativa, anclada en el método de estudio de caso que recae sobre los actos de la mediación de una docente de 5º año de primaria en una escuela pública en São Luís, Maranhão. La investigación de campo fue realizada en los meses de octubre y noviembre de 2015. Los datos empíricos fueron recogidos mediante la observación de tres clases previamente programadas por la profesora observada. Las conclusiones de este punto de incursión señalan la carencia de trabajo dirigido a los aspectos conceptuales de las operaciones matemáticas de multiplicación y división, así como revelan la prominencia de la simbolización en detrimento de la conceptualización. Las conclusiones derivadas de esa investigación entrelazan aspectos de la formación y la enseñanza práctica, ya que abarca el amplio repertorio de eskemas relativos a la interacción, comunicación, lenguaje y afectividad, además del conjunto de competencias técnicas y conocimientos propagados en los espacios de formación que también modelan los actos de mediación docente en el decurso de la historia personal y profesional de los profesores.Palabras clave: Situaciones multiplicativas. Mediación docente. Teoría de los Campos Conceptuales.       

scholarly journals USING ANALOGY IN SOLVING PROBLEMS: A CASE STUDY OF TEACHING THE RADICAL INEQUALITIES

2021 ◽  
Vol 8 (5) ◽  
Author(s):  
Bui Phuong Uyen
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Group Work ◽  
Analogical Reasoning ◽  
Considerable Improvement ◽  
Problem Solving Skills ◽  
Three Phase ◽  
Phase Group ◽  
Can Tho City

In mathematics education, teachers can use several reasoning methods to find solutions such as inductive, deductive and analogy. This study was intended to guide students to find solutions to problems of radical inequalities through analogical reasoning. The experiment was conducted on 36 grade 10 students at a high school in Can Tho city of Vietnam. The instrument used was a problem of radical inequalities. A three-phase teaching process had been organized with this class comprising individual work phase, group work phase and institutionalization phase. The data collected included student worksheets and was qualitatively analyzed. As a result, many students discovered how to solve the above inequality by using the analogy, and they had a considerable improvement in their problem-solving skills. Additionally, a few ideas were discussed about the use of analogy in mathematics education. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0769/a.php" alt="Hit counter" /></p>

scholarly journals A National Model For Engineering Mathematics Education

2020 ◽  
Author(s):  
Nathan Klingbeil ◽  
Kuldip Rattan ◽  
Michael Raymer ◽  
David Reynolds ◽  
Richard Mercer ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Engineering Mathematics ◽  
National Model

scholarly journals Enhancing Number System Knowledge to Promote Number Sense and Adaptive Expertise: A Case Study of a Second-Grade Mathematics Student

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Cami Player ◽  
Jessica Shumway
Keyword(s):  
Mathematics Education ◽  
Mathematics Instruction ◽  
Number Sense ◽  
Number System ◽  
Second Grade ◽  
Adaptive Expertise ◽  
Instructional Treatment ◽  
Mathematics Problems ◽  
System Knowledge

Instruction for developing students’ number sense is a critical area of research in mathematics education due to the role number sense plays in early mathematics learning. Specifically, number system knowledge—systematic relations among numerals and the use of number relations to solve arithmetic problems—has been identified as a key cognitive mechanism in number sense development. Number system knowledge is a component of number sense, and the researchers of this study hypothesize that it plays a critical role in second-grade students’ understanding of relationships among numbers and adaptive expertise with mathematics problems. The purpose of this exploratory case study was to investigate the variations of an eight-year-old student’s number system knowledge learning as she participated in an instructional treatment over nine weeks. The main research question of this study was: In what ways does a student struggling in mathematics develop number system knowledge during a nine-week period in her second-grade classroom as she engages in a number system knowledge instructional treatment? The case in this study was selected based on her low pretest score combined with her desire for making sense of mathematics. The data sources for this study were a number system knowledge assessment and student interviews. The analysis involved a multiple-cycle coding process that resulted in themes of adaptive expertise and the union of procedural and conceptual knowledge in mathematics instruction. The results suggest that this number system knowledge instructional treatment provided this case-study student to develop more pronounced adaptive expertise in solving mathematics problems. An in-depth analysis of how and why one struggling student develops number system knowledge during a nine-week instructional treatment within the context of her mathematics class provides exploratory evidence to help researchers and teachers develop and implement similar practices in elementary mathematics instruction. KEYWORDS: Number Sense; Number System Knowledge; Mathematics Education; Whole Numbers and Operations; Elementary Education; Teaching and Learning; Case Study Research

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