The Teaching of Mathematics from Intermediate Algebra through First Year Calculus

1966 ◽  
Vol 50 (372) ◽  
pp. 193
Author(s):  
W. O. Storer ◽  
R. Dubisch ◽  
V. E. Howes
Keyword(s):  
First Year ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

The Use of the Function Concept in First Year Algebra

1926 ◽  
Vol 19 (2) ◽  
pp. 86-98
Author(s):  
Eleanor E. Booher
Keyword(s):  
First Year ◽  
Function Concept ◽  
Ample Opportunity ◽  
Study And Teaching ◽  
Teaching Of Mathematics

We have all tried at various times in our lives to solve riddles and we have all observed others try to solve them too. Now when it comes to solving riddles folks may be classified roughly under two heads: those who give up if the answer does not come to their minds immediately and those who will try for hours. There are the easy givers up and those with the inquiring mind. The very fact that we have devoted a good part of our time to the study and teaching of mathematics must indicate that in our younger days, at least, we were not always with the easy givers up when occasionally a mathematical riddle was propounded to us from back of the teacher's desk. Of course, in these days, mathematics is taught quite differently and many of the problems of the riddle type have given place to a more rational kind of exercise, but even so some of us have had ample opportunity to observe how folks react when riddles are assigned.

scholarly journals PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY

2021 ◽  
pp. 51-65
Author(s):  
Katerina Kasimatis ◽  
◽  
Andreas Moutsios-Rentzos ◽  
Nikolaos Matzakos ◽  
Varvara Rozou ◽  
...  
Keyword(s):  
Mathematics Teaching ◽  
Teaching Effectiveness ◽  
Tertiary Education ◽  
First Year ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Mathematics ◽  
Electrical Engineers ◽  
Approaches To Study ◽  
Teaching Of Mathematics

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

An Important Contribution to the Teaching of Mathematics

1926 ◽  
Vol 19 (4) ◽  
pp. 193-194
Keyword(s):  
Elementary Mathematics ◽  
First Year ◽  
National Council ◽  
General Survey ◽  
General Theme ◽  
Teaching Of Mathematics

The National Council of Teachers of Mathematics has made an important contribution to the teaching of elementary mathematics through the publication of its First Year Book The general theme of the book is a General Survey of Progress in the Last Twenty-Five Years. Professors David Eugene Smith, Eliakim Hastings Moore, Raleigh Schorling, William David Reeve, Frank Clapp, Herbert E. Slaught, Miss Marie Gugle, Mr. William Betz and Mr. Edwin W. Schreiber are the contributors.

Objectives in Teaching Intermediate Algebra

1927 ◽  
Vol 20 (3) ◽  
pp. 150-160
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teacher ◽  
Algebra I ◽  
Classroom Teachers ◽  
Elementary Algebra ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

In The Mathematics Teacher for November, 1925, I contributed an article on “Objectives in the Teaching of Mathematics.” A large part of the discussion was devoted to the objectives to be attained in teaching elementary algebra. I have had so many requests for reprints of the above article and so many comments as to its helpfulness to classroom teachers that I venture at this time to give a list of objectives in intermediate algebra.

scholarly journals Los recorridos de estudio e investigación en la construcción de buenas prácticas docentes en los estudios de ingenieríaStudy and research course in the building of good teaching practices in the engineering studies

2020 ◽  
Vol 22 (2) ◽  
pp. 789-812
Author(s):  
Cecilio Fonseca ◽  
José Manuel Casas ◽  
Ixchel Dzohara Gutiérrez-Rodríguez ◽  
Xabier García-Martínez
Keyword(s):  
Teaching Practice ◽  
Research Process ◽  
First Year ◽  
Mathematical Activity ◽  
Good Teaching ◽  
Anthropological Theory ◽  
Considerable Portion ◽  
Teaching Of Mathematics ◽  
Anthropological Theory Of Didactics ◽  
Buenas Prácticas

ResumenEn este trabajo nos proponemos, utilizando la Teoría Antropológica de lo Didáctico y un modelo particular de Recorrido de Estudio e Investigación, articular modelos de prácticas docentes que se pueden trasladar al primer curso de las escuelas de ingeniería. Lo haremos con un ejemplo de práctica docente que recubre una parte importante del programa de Álgebra Lineal, prioriza la enseñanza funcional de las matemáticas, introduce la razón de ser de la actividad matemática siempre a partir de situaciones problemáticas, entiende la enseñanza como un proceso de investigación y asigna nuevas responsabilidades a las matemáticas, al profesor y a los alumnos.Palabras-clave: Teoría antropológica de lo didáctico, recorrido de estudio e investigación, razón de ser, enseñanza funcional de las matemáticas, buenas prácticas docentes.AbstractIn this work we provide practical teaching models that can be moved to the first year of Engineering schools, using the Anthropological Theory of Didactics and a particular Study and Research Course. We will procced with an example of teaching practice that covers a considerable portion of the Linear Algebra programme, prioritising the functional teaching of mathematics, introducing the reason for being of the mathematical activity from riddles, understanding teaching as a research process designating new responsibilities to the mathematics, to the teacher and to the students.Keywords: anthropological theory of didactics, study and research course, reason for being, functional teaching of mathematics, fine teaching practices.ResumoNeste trabalho propomos, a partir da Teoria Antropológica da Didática e de um modelo particular da Rota de Estudo e Pesquisa, articular modelos de práticas pedagógicas passíveis de transferência para o primeiro ano das escolas de engenharia. Faremos isso com um exemplo de prática de ensino que cobre uma parte importante do programa de Álgebra Linear, prioriza o ensino funcional da matemática, apresenta a lógica da atividade matemática sempre a partir de situações problemáticas, entende o ensino como um processo de pesquisar e atribuir novas responsabilidades à matemática, ao professor e aos alunos.Palavras-chave: Teoria antropológica da didática, Percurso de estudo e pesquisa, Razão de ser, Ensino funcional da matemática, Boas práticas de ensino.

Objectives in Teaching Demonstrative Geometry

1927 ◽  
Vol 20 (8) ◽  
pp. 435-450
Author(s):  
W. D. Reeve
Keyword(s):  
Mathematics Teacher ◽  
The Other ◽  
Elementary Algebra ◽  
Teachers College ◽  
Intermediate Algebra ◽  
Teaching Of Mathematics

In The Mathematics Teacher for November, 1925 I published an article on “Objectives in the Teaching of Mathematics,” a large part of which was a list of specific objectives in elementary algebra. In the March 1927 issue of the same magazine I published a list of objectives to be attained in teaching intermediate algebra. In the preparation of these lists I had the assistance of a large number of my students in Teachers College who are mature teachers of experience. The objectives therein presented have furnished many groups with basic lists of aims which have been used in preparing new courses of study in various parts of the country. In the last two years I have also prepared, with the help of my students a list of objectives to be obtained in the teaching of demonstrative geometry. As was the case with the other two lists, this new group of objectives is not intended to be final, but tentative. We are willing to present them to the readers of The Mathematics Teacher because we hope that in this way they will be discussed and some more definite aims established in the teaching of geometry.

Experimental Programs: A study of the factors associated with success in first-year college mathematics

1965 ◽  
Vol 58 (7) ◽  
pp. 642-648
Author(s):  
Marshall E. Wick
Keyword(s):  
Mathematics Curriculum ◽  
College Preparatory ◽  
First Year ◽  
New Materials ◽  
Factors Associated ◽  
First Year College ◽  
The Past ◽  
Preparatory Program ◽  
College Undergraduate ◽  
Teaching Of Mathematics

The past few years have witnessed what has been described by many as a revolution in school mathematics. Although this revolution is little more than ten years old, and has attained its full momentum within the past five years, its effects have been felt all the way from the elementary school to the college undergraduate program. The mathematics curriculum in grades seven through twelve has been the area of greatest activity, with the college-preparatory program receiving the greatest attention. The variety of new materials, textbooks, and entire new mathematics programs that has been developed for these grades is well known to those interested in the teaching of mathematics.

scholarly journals Dannelse som basis for udvikling af moderne matematikundervisning

2013 ◽  
Vol 8 (15) ◽  
pp. 125-134
Author(s):  
Julie Marie Isager ◽  
Mogens Nørgaard Olesen
Keyword(s):  
First Year ◽  
Teaching Methodology ◽  
First Year Students ◽  
Education Project ◽  
Fields Of Study ◽  
Tertiary Teaching ◽  
Subject Specific ◽  
Teaching Of Mathematics ◽  
The University ◽  
New Education

I denne artikel omtales ambitionerne, opbygningen og resultaterne af et nyt pædagogisk projekt om forbedring af undervisningen i matematik for førsteårsstuderende på Økonomisk Institut ved Københavns Universitet. Initiativet er siden efteråret 2007 blevet udbygget og har hentet væsentlige elementer fra klassisk Kant-Humboldtsk dannelsesteori og moderne universitetspædagogik. Efter at initiativet er iværksat, har de studerende ændret studieadfærd: De er blevet mere aktive og engagerede, og eksamensresultaterne er væsentligt forbedret. Initiativet er ikke fagspecifikt, så andre fag vil kunne lade sig inspirere af vores tanker og metoder.   This article considers the ambitions, design, and results of a new education project intended to improve the teaching of mathematics to first-year students in the Department of Economics at the University of Copenhagen. The initiative, which has been in development since 2007, was inspired by the classical Kantian-Humboldtian theory of Bildung and by modern theories of tertiary teaching methodology. Observations made following the intervention reveal that the students have changed their behaviour; they have become increasingly active and engaged, and the examination results have improved considerably. The initiative is not subject specific and other fields of study may find inspiration in our thoughts and methods.

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