Relevant bibliographies by topics / Mathematics lecturer

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Academic literature on the topic 'Mathematics lecturer'

Author: Grafiati
Published: 5 June 2025
Last updated: 24 June 2025

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Journal articles on the topic "Mathematics lecturer"

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Ernawati, Lusia Greitha, Maria Fransina Veronica Ruslau, and Khumaeroh Dwi Nur'aini. "KARAKTERISTIK DOSEN IDEAL BERDASARKAN PERSEPSI CALON GURU MATEMATIKA." Jurnal Magister Pendidikan Matematika (JUMADIKA) 6, no. 1 (2024): 1–6. https://doi.org/10.30598/jumadikavol6iss1year2024page1-6.

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This research was conducted to obtain lecturer profiles according to student perceptions. The attributes used in this research are discipline, authority, learning methods, material delivery, assignments, material review, remedial, and assessment which will then be analyzed using conjoint analysis. The conjoint analysis process with the help of SPSS 20 produces 16 attribute combinations which will then be distributed to students in the form of a questionnaire for assessment. Based on student assessments, the combination of attribute levels that has the highest preference value is lecturers who are disciplined in arriving on time, authoritative as individual lecturers, using conventional learning methods, delivering material using pure mathematics, lecturers who give assignments after being checked and then return them, carry out reviewing material before the exam, lecturers who carry out remediation, and also lecturers who provide objective assessments. The results of the conjoint analysis show that the attribute that has the highest relative importance value is reviewing the material with the attribute level that has the highest usefulness value, namely the lecturer reviewing the material before the exam. Next, successively based on the importance of the attributes, namely the attributes of discipline, tasks, remedial, authority, assessment, learning methods and delivery of material. Characteristics of lecturers in the Mathematics Education Department that students like are lecturers who, in the learning process, always review the material before taking exams; arrive on time for lectures; when giving assignments it is corrected, graded and then returned to the student; conducting re-exams for students who have not completed them or wish to improve their grades; and of course a lecturer must have authority as a lecturer; then in carrying out the assessment, the lecturer gives an assessment to the student objectively without considering the closeness of the lecturer to the student or other factors that influence the lecturer's assessment of the student; students prefer lecturers who teach without having to use techniques according to the lecturer's professionalism, the important thing is that the material presented can be understood by students; as well as delivering material using pure mathematics which can deepen students' mathematical knowledge
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Mardika, Fitria, and Nita Putri Utami. "Analysis of the Readiness of Lectures in Mathematics Education Study Program to Implementation of the Independent Learning Curriculum for Independent Campus (MBKM." JTMT: Journal Tadris Matematika 5, no. 1 (2024): 28–37. http://dx.doi.org/10.47435/jtmt.v5i1.2615.

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This research aims to determine the readiness of lectures in mathematics education study program to implement the Free Learning Curriculum and Independent Campus (MBKM). The readiness of lecturers is assessed based on four aspects: MBKM information, understanding of MBKM, response to MBKM, and MBKM program. The population consisted of eight permanent lecturers in mathematics Education study program. The sample was selected using the total sampling technique, so the number of samples in this study was 8 people. Data collection techniques in the form of lecturer readiness questionnaires and interviews The results indicate that the percentage of lecturer readiness for each indicator is: (1) 63.5% for the MBKM Information indicator; (2) 64.06% for the Understanding of MBKM indicator; (3) 70.49% for the Response to MBKM indicator; and (4) 65.63% for the MBKM Program indicator. Overall, the percentage of lecturer readiness is 66.5%, in the category of sufficient. This means that mathematics education lecturers are sufficiently prepared for the implementation of the Free Learning Curriculum and Independent Campus. Various efforts are needed to enhance the readiness of lecturers across all indicators.
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Dewi, Fitri Kumala, Rini Warti, Meirisa Sahanata, Hedia Rizki, and Elis Muslimah Nuraida. "Membangun Kolegalitas Dosen Melalui Lesson Study Learning Community Untuk Perkuliahan Mahasiswa." Lattice Journal : Journal of Mathematics Education and Applied 4, no. 2 (2024): 103–16. https://doi.org/10.30983/lattice.v4i2.8769.

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The implementation of the MBKM curriculum causes adjustments to all learning activities on campus, especially in the process of planning, implementing and evaluating lectures. The independent learning curriculum, which has been implemented since 2022, requires lecturers as teaching staff to be able to present meaningful learning. In order to achieve this goal, there needs to be collaboration between lecturers to design lecture instruments. It is expected that LSLC can enhance cooperation or collaboration among lecturers in designing more meaningful learning experiences. This aligns with the MBKM policy, which emphasizes the development of 21st-century skills and experiential-based learning. In fact, in the Tadris Mathematics study program, collaboration between lecturers in this process does not yet appear consistent and sustainable. The novelty offered by the researcher is the integration of the Lesson Study Learning Community (LSLC) approach with the Merdeka Belajar-Kampus Merdeka (MBKM) Curriculum, which has not been widely explored in higher education institutions before. This research aims to describe the process of collegiality between lecturers who teach mathematics learning media courses through the Lesson Study Learning Community. This research is a qualitative descriptive study using observation sheets, collegiality questionnaires and interview guides. The findings in this research, through LSLC activities, lecturers who teach mathematics learning media courses carry out their duties as teachers in collaboration. First, the lecturer team prepares lecture instruments together. Second, the implementation of lectures by the lecturer team formed in LSLC carries out lectures in accordance with the LSLC stages, where there are lecturers who act as model lecturers and other lecturers act as observer lecturers. Then finally, at the reflection stage, the model lecturer receives input from colleagues who are observer lecturers so that the quality of the lectures increases. Based on the results of questionnaires and interviews with the lecturer team, it shows that the lecture process is more effectively carried out in collaboration, and this indicates that collegiality is built through LSLC activities. Penerapan kurikulum MBKM menyebabkan adanya penyesuaian-penyesuaian pada seluruh aktifitas pembelajaran di kampus terutama pada proses perencanaan, pelaksanaan, dan evaluasi perkuliahan. Kurikulum merdeka belajar menuntut dosen mampu menyajikan pembelajaran yang bermakna. Agar tercapainya tujuan tersebut perlu adanya kolaborasi antara dosen untuk merancang instrumen perkuliahan. Dimana diharapkan LSLC dapat meningkatkan kerja sama atau kolaborasi di antara dosen dalam merancang pembelajaran yang lebih bermakna. Hal ini relevan dengan kebijakan MBKM yang menekankan pengembangan keterampilan abad ke-21 dan pembelajaran berbasis pengalaman. Faktanya pada program studi Tadris Matematika, proses kolaborasi antar dosen dalam proses tersebut belum konsisten dan berkelanjutan. Kebaruan yang peneliti tawarkan adalah mengintegrasi pendekatan Lesson Study Learning Community (LSLC) dengan Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM), yang belum banyak dieksplorasi pada perguruan tinggi sebelumnya. Penelitian ini bertujuan mendeskripsikan proses kolegalitas antar dosen pengampu mata kuliah media pembelajaran matematika melalui Lesson Study Learning Comunity. Penilitian ini merupakan penelitian deskriptif kualitatif dengan istrumen lembar observasi, kuesioner kolegalitas, dan pedoman wawancara. Temuan pada penelitian ini, melalui kegiatan LSLC para dosen pengampu mata kuliah media pembelajaran matematika menjalan tugas sebagai pengajar secara berkolaborasi. Pertama, tim dosen menyusun instrumen perkuliahan bersama-sama. Kedua, pelaksanaan perkuliahan tim dosen yang terbentuk dalam LSLC ini menjalankan perkuliahan sesuai dengan tahapan LSLC, dimana ada dosen yang berperan sebagai dosen model dan dosen yang lainnya bertindak sebagai dosen observer. Kemudian terakhir pada tahapan refleksi dosen model menerima masukan dari rekan-rekan yang menjadi dosen observer sehingga kualitas perkuliahan semakin meningkat. Berdasarkan hasil kuesioner dan wawancara para tim dosen ini menunjukan bahwa proses perkuliahan lebih efektif dilaksanakan secara berkolaborasi, dan ini menandakan terbangun kolegalitasnya melalui kegiatan LSLC.
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Agoestanto, Arief, Ary Woro Kurniasih, Muhammad Zuhair Zahid, and Mulyono Mulyono. "Enhancement of Lecturer Professionalism using Lesson Study Approach for Curriculum Review of Mathematics 1." Unnes Journal of Mathematics Education 6, no. 3 (2017): 299–307. http://dx.doi.org/10.15294/ujme.v6i3.19506.

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The purpose of this research is to know the improvement of lecturer professionalism through the approach of lesson study, to see the increase of student interaction (with the students, teaching materials, lecturer), and to know whether the student learning result of the lesson study approach reaches the completeness. This research is a research of mixed method based on lesson study. Activities performed for each cycle consists of three stages: planning, execution, and reflection. The qualitative data is the description of the lectures professionality improvement with the quantitative is the increase of student interaction (with students, teaching materials, lecturers), and the result of studying Curriculum Review of Mathematics 1. The subject of this research was the students of Curriculum Review of Mathematics 1 in Mathematics Department UNNES year academic 2016/2017. The research instruments are a test, observation sheet, and questionnaire. The result of the research is the improvement of professionalism of lecturers of KBK Mathematics Education through lesson study approach for Mathematics Curriculum Mathematics 1 course, student interaction (with students, teaching materials, lecturers) increases, and learning achieves mastery.
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Cipta, Hendra, Rina Widyasari, and Fikri Husin Batubara. "Graph Coloring Implementation Using Welch Powell Algorithm In Lecture Scheduling Design For Mathmatics Department." Mathline : Jurnal Matematika dan Pendidikan Matematika 8, no. 4 (2023): 1383–98. http://dx.doi.org/10.31943/mathline.v8i4.537.

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Designing the scheduling of lecture rosters is one of the common problems faced by all universities. The problem that often occurs as a conflict in the lecture schedule. Lecturers who teach courses, students cannot take certain courses because the lecture schedule they are taking conflicts with other lecture schedules. The main problem in this research is the design of lecture schedules which always conflict due to room availability and lecturer teaching hours. As a result, lecture scheduling becomes more complicated. The case study used is the scheduling of lectures for the Mathematics Department, Faculty of Science and Technology, UIN Sumatera Utara, Medan in the even semester of the 2022/2023 academic year. In this research, a bipartition graph will be formed based on the variables used, namely determining the variable index used in the course, teaching lecturer, teaching time, entry time, exit time, classroom, number of credits, semester and color. After that, the Welch Powell Algorithm will be used to solve the scheduling problem of a bipartition graph which is formed by creating nodes, membership matrix and the final result is a tabulation of the colored bipartition graph as the output of the scheduling. This algorithm also uses MATLAB software. From the results obtained, the algorithm provides an effective digital solution in designing lecture roster scheduling which is still done manually. This will help the mathematics department in overcoming the problems mentioned above. The research results will be explained detail in the results and discussion section.
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Husna, Raudhatul, Rita Sari, and Fenny Anggreini. "KEPUASAN MAHASISWA PENDIDIKAN MATEMATIKA DITINJAU DARI LAYANAN DOSEN PENASEHAT AKADEMIK." Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika 2, no. 2 (2019): 166. http://dx.doi.org/10.22373/jppm.v2i2.4505.

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Lecturer is educators who are under the auspices of higher education institutions. one of the duties of the lecturer is to guide and help develop the potential of students so they can complete their studies. Likewise, the lecturer in the Mathematics Education study program at one of the universities in Langsa city was appointed as an academic advisor (PA). but there are some obstacles that are felt by PA lecturers, such as the absence of a guidance manual, lack of understanding of technology, students consult only once in one semester, and some students only ask for signatures to fill Study Plan Cards (KRS) and Study Results Cards (KHS ) manual. However, students also have other perceptions, according to the interview results, it is known that PA lecturers are only needed to sign the KRS and KHS, some PA lecturers are difficult to find, some PA lecturers do not have time to consult, PA lecturers do not direct courses in the following semester. so the purpose of this study was to express student satisfaction in mathematics education in terms of PA lecturer services. The approach of this research is a quantitative approach. The research sample was 61 mathematics education students with systematic sampling. For data collection techniques using questionnaires and data analysis techniques using simple regression followed by the -F test. The results showed that the level of student satisfaction in terms of PA lecturer services was in a sufficient category, so it can be concluded that there was a significant contribution between the services of PA lecturers to the satisfaction of mathematics education students.
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Liputo, Djaka, Djoni Hatidja, and Yohanes A. R. Langi. "Analisis Korepondensi Terhadap Karakteristik Kinerja Dosen Berdasarkan Faktor Penentu Mutu Pelayanan Di Jurusan Matematika Fmipa Universitas Sam Ratulangi." d'CARTESIAN 3, no. 1 (2014): 50. http://dx.doi.org/10.35799/dc.3.1.2014.3808.

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Abstract Research has been conducted to determine the performance characteristics of lecturers based on determinants of service quality in the Department of Mathematics FMIPA of Sam Ratulangi University by using the correspondence analysis. The data used are primary data obtained through the distribution of questionnaires to students of academic year 2012/2013 that are 28 courses and 357 respondence. Based on the results of correspondence analysis found that five factors determining the lecturer and the service has a significant relationship. There is a relationship between the lecture and five factor determinants of service that can be seen through the results of the correspondence analysis plot. Diversity is explained by the plot of 90.71%. Objects or lecturer adjacent to one variable (reliability) is a Lecturer 4, Lecturer 8, Lecturer 11 and Lecturer 14. Objects that are adjacent to the two variables (responsiveness) is Lecturer 7, Lecturer 9, Lecturer 12, Lecturer 15 and Lecturer 17. Objects adjacent to the three variables (collateral) is Lecture 2, Lecture 6, Lecture 8, Lecturer 16 and Lecturer 21. Furthermore, Lecture 1, Lecture 3, Lecture 5, Lecture 6, Lecture 15, Lecture 18, and Lecturer 20 are approaching four variables (empathy). Lecturer 3, Lecturer 5, Lecturer 9, Lecturer 12, Lecturer 15, Lecturer 17 and Lecturer 18 are objects that are close to five variables (direct evidence). This shows the closeness between the lecture and five factor determinants of service. . Keywords : Correspondence Analysis, Lecturer, Student, Service Abstrak Telah dilakukan penelitian untuk mengetahui karakteristik kinerja dosen berdasarkan faktor penentu mutu pelayanan di Jurusan FMIPA UNSRAT dengan menggunakan Analisis Korespondensi. Data yang digunakan adalah data primer yang diperoleh melalui pembagian kuesioner kepada mahasiswa tahun ajaran 2012/2013 yakni sebanyak 28 mata kuliah dan 357 jumlah responden. Berdasarkan hasil analisis korespondensi diperoleh bahwa dosen dan lima faktor penentuan pelayanan memiliki hubungan yang signifikan. Terdapat hubungan antara dosen dan lima faktor penentu pelayanan yang dapat dilihat melalui hasil plot analisis korespondensi. Keragaman yang diterangkan oleh plotnya sebesar 90,71%. Objek-objek atau dosen yang berdekatan pada variabel satu (kehandalan) adalah Dosen 4, Dosen 8, Dosen 11, dan Dosen 14. Objek- objek yang berdekatan dengan variabel dua (daya tanggap) adalah Dosen 7, Dosen 9, Dosen 12, Dosen 15, dan Dosen 17. Objek-objek yang berdekatan dengan variabel tiga (jaminan) adalah Dosen 2, Dosen 6, Dosen 8, Dosen 16 dan Dosen 21. Selanjutnya, Dosen 1, Dosen 3, Dosen 5, Dosen 6, Dosen 15, Dosen 18, dan Dosen 20 mendekati variabel empat (empati). Dosen 3, Dosen 5, Dosen 9, Dosen 12, Dosen 15, Dosen 17, dan Dosen 18 adalah objek-objek yang mendekati variabel lima (bukti langsung). Hal ini menunjukan adanya kedekatan antara dosen dan lima faktor penentu pelayanan. Kata kunci: Analis Korespondensi, Dosen, Mahasiswa, Pelayanan
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Irsyadi, Mohamad Khafid, and Ayu Silvi Lisvian Sari. "Penerapan Metode Pembelajaran Whole Brain Teaching pada Materi Maple." Jurnal Tadris Matematika 3, no. 1 (2020): 31–42. http://dx.doi.org/10.21274/jtm.2020.3.1.31-42.

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This research is a Classroom Action Research which aims to describe the application of Whole Brain Teaching learning method to Maple material. The steps of the learning model are as follows: (1) Yes-Class, the lecturer observes the readiness of students in starting the lecture by saying "Class" and if the students are ready to respond by answering "Yes", (2) Micro-Lecture, the lecturer delivers Maple material in Computer course I, (3) Okay-Teach, students repeat the explanations that have been delivered by the lecturer, (4) Scoreboard, the lecturer give an assessment of students responses in repeating lecturers' explanations, (5) Hand and Eyes, the lecturer condition the class when the classroom becomes noisy, and (6) Comprehension Check, lecturer gives exercise. The subjects of this study are students of the second semester, Department of Mathematics Education, Academic year 2018/2019 at STKIP PGRI Blitar. The research instrument was the final cycle test, observation sheet and questionnaire. Based on the results of the end of the cycle test, out of 5 students it was found that 5 students had completed 100% learning with very good criteria. This is in accordance with the success criteria ≥ 80%. From the overall percentage, the average observation of lecturer activities reached 87.09% with good criteria. Meanwhile the overall average percentage of completeness of observations of student activities is 83.46% with good criteria. Based on the questionnaire responses of students obtained an average percentage of 83% with a good success rate. Thus it can be concluded that the research carried out was successful.
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Fitri, Wanda, and Nita Putri Utami. "METODE EVALUASI SATU-SATU BAHAN AJAR MATA KULIAH STATISTIKA MATEMATIKA BERBASIS PEMECAHAN MASALAH SERTA BERNUANSA ISLAMI." Math Educa Journal 4, no. 2 (2020): 123–33. http://dx.doi.org/10.15548/mej.v4i2.1758.

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Creating an academic culture that is conducive to intellectual development, the character of the academic community and mathematics education staff is one of the missions of the Tadris Mathematics study program at UIN IB Padang. Therefore, the conditions of the lecture greatly determine the implementation of the mission of the Mathematics Tadris study program. To create optimal lecture conditions, it can be supported by the presence of teaching materials in lectures. Teaching materials that facilitate students in such a way as to create an attractive lecture atmosphere is one of the responsibilities of a lecturer. However, the reality is that in the field, the attractiveness of students in lectures is still low due to the unavailability of optimal teaching materials. Mathematics statistics is one of the most important subjects, meaning that it is very widely used when they have become teachers and assist in the making of final assignments. By providing teaching materials for this course which contains Islamic nuances, it aims to provide the characteristics of prospective teachers who graduate from UIN IB Padang. So the formulation of the problem in this research is how the process and results of the development of teaching materials for mathematics statistics courses based on practical problem solving and Islamic nuances in one-on-one evaluations.
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Nurdianti, Sudi Prayitno, Amrullah, and Nani Kurniati. "Persepsi Mahasiswa Pendidikan Matematika FKIP Universitas Mataram Terhadap Pembelajaran Daring di Era Covid-19." Griya Journal of Mathematics Education and Application 1, no. 4 (2021): 610–20. http://dx.doi.org/10.29303/griya.v1i4.119.

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This study aims to determine the perception of mathematics education students of FKIP Unram on the online learning process, abilities after online learning, and to describe related to online learning in the covid-19 era in mathematics education students of FKIP Unram in the 2020/2021 academic year. This research was carried out using descriptive qualitative research methods, for data collection a questionnaire was distributed via google form, with a sample of mathematics education students who were active and learning online in the 2020/2021 academic year. The instrument used in this study is a closed questionnaire, where respondents just choose the answers that are already available. The results showed that the perception of students of the Mathematics Education Study Program FKIP Unram towards the online learning process in the 2020/2021 academic year was categorized as good with a percentage of 79.13%. Meanwhile, students' perceptions of abilities after online learning are in good category with a percentage of 70.44%. Based on the results of the percentage scores for each indicator of the perception of the online learning process and the ability after online learning, there are several things that must be maintained and developed in online learning at the Unram Mathematics Education Study Program, namely 1). Lecturers always provide learning materials or materials. 2). The material provided by the lecturer is in the form of modules or textbooks. 3). The material presented online is in accordance with the lecture/RPS contract. 4). The online learning process is carried out using the Google Meet application. 5). Students find it easier to use the Google Meet application in the online learning process. 6). Students always do the assignments given by the lecturer. 7). Lecturers always check student attendance. 8). Lecturers give additional value to students who actively ask and answer in the online learning process. 9). Lecturers always provide opportunities for students to ask questions and discuss. 10). Lecturers respond to questions that arise during the online lecture process. 11). Lecturers provide feedback by asking students questions related to the material that has been studied.
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Dissertations / Theses on the topic "Mathematics lecturer"

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Hong, Ye Yoon, Suzanne Kerr, Sergiy Klymchuk, et al. "Modelling the Transition from Secondary to Tertiary Mathematics Education: Teacher and Lecturer Perspectives." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80200.

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The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.
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Van, Heerden Thomas. "A cultural-historical activity theory based analysis of lecturer and student understanding of learning in the Department of Mathematics and Applied Mathematics at the University of Cape Town." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30135.

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Cultural-historical activity theory (CHAT) provides a framework for analysing activity systems. I use that framework to investigate teaching and learning in two first-year university mathematics courses at the University of Cape Town. The focus of this investigation is whether the different subjects of this activity system (i.e. the students and the lecturers) have different conceptions of learning, and what those possible differences mean for teaching and learning. The CHAT framework is well-suited to this type of work. CHAT’s theoretical roots are in Hegel’s dialectics and Vygotsky’s mediation. Teaching and learning are higher-order mental phenomena. Dialectics allow us to aggregate our data to draw conclusions about this type of higher-order phenomenon, and the notion of mediation (extended from Vygotsky’s initial work by Leont’ev and others) provides a means to understand how learning happens. Data are collected both through face-to-face interviews with a small group of subjects (n = 6) and more broadly through an online questionnaire (n = 55). The face-to-face interviews and the questionnaires make it clear that students and lecturers do have different conceptions of learning; in the language of CHAT, there are tensions in the system. These tensions can be categorised into two major themes: what students do and how they do it. These tensions will not be easily resolved; I suggest teaching some meta-cognitive skills rather than only mathematics as a first step.
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Mitchell, Karen E. "The effect of postorganizers on mathematics achievement following lectures." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=682.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains ix, 209 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 172-195).
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Ng, Swee Fong. "Malaysian pre-service primary mathematics teachers and their lecturers : practice and beliefs about mathematics, teaching and learning." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365276.

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Kailikole, Kathryn Leimomi. "Meaning making in a college mathematics lecture format the intersection of mathematics, language, and cultural meaning systems /." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359509.

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Thesis (Ed. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 7, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 185-190).
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Mali, Angeliki. "Lecturers' tools and strategies in university mathematics teaching : an ethnographic study." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/25385.

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The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.
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Rejniak, Gabrielle. "Improving Student Learning in Undergraduate Mathematics." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5455.

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The goal of this study was to investigate ways of improving student learning, par- ticularly conceptual understanding, in undergraduate mathematics courses. This study focused on two areas: course design and animation. The methods of study were the following: Assessing the improvement of student conceptual understanding as a result of team project-based learning, individual inquiry-based learning and the modi ed empo- rium model; and Assessing the impact of animated videos on student learning with the emphasis on concepts. For the first part of our study (impact of course design on student conceptual understanding) we began by comparing the following three groups in Fall 2010 and Fall 2011: 1. Fall 2010: MAC 1140 Traditional Lecture & Fall 2011: MAC 1140 Modi ed Empo- rium 2. Fall 2010: MAC 1140H with Project & Fall 2011: MAC 1140H no Project 3. Fall 2010: MAC 2147 with Projects & Fall 2011: MAC 2147 no Projects Analysis of pre-tests and post-tests show that all three courses showed statistically signifi cant increases, according to their respective sample sizes, during Fall 2010. However, in Fall 2011 only MAC 2147 continued to show a statistically signifi cant increase. Therefore in Fall 2010, project-based learning - both in-class individual projects and out-of-class team projects - conclusively impacted the students' conceptual understanding. Whereas, in Fall 2011, the data for the Modifi ed Emporium model had no statistical signifi cance and is therefore inconclusive as to its effectiveness. In addition the diff erence in percent of increase for MAC 1140 between Fall 2010 - traditional lecture model - and Fall 2011 - modi fied emporium model - is not statistically signi ficant and we cannot say that either model is a better delivery mode for conceptual learning. For the second part of our study, the students enrolled in MAC 1140H Fall 2011 and MAC 2147 Fall 2011 were given a pre-test on sequences and series before showing them an animated video related to the topic. After watching the video, students were then given the same 7 question post test to determine any improvement in the students' understanding of the topic. After two weeks of teacher-led instruction, the students took the same post-test again. The results of this preliminary study indicate that animated videos do impact the conceptual understanding of students when used as an introduction into a new concept. Both courses that were shown the video had statistically signifi cant increases in the conceptual understanding of the students between the pre-test and the post-animation test.<br>ID: 031001440; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Cynthia Young.; Error in paging: p. xi followed by a page numbered xi.; Title from PDF title page (viewed June 26, 2013).; Thesis (M.S.)--University of Central Florida, 2012.; Includes bibliographical references (p. 105-107).<br>M.S.<br>Masters<br>Mathematics<br>Sciences<br>Mathematical Science; Industrial Mathematics
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Zessin, Hans. "Classical Symmetric Point Processes : Lectures held at ICIMAF, La Habana, Cuba, 2010." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2011/4961/.

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The aim of these lectures is a reformulation and generalization of the fundamental investigations of Alexander Bach [2, 3] on the concept of probability in the work of Boltzmann [6] in the language of modern point process theory. The dominating point of view here is its subordination under the disintegration theory of Krickeberg [14]. This enables us to make Bach's consideration much more transparent. Moreover the point process formulation turns out to be the natural framework for the applications to quantum mechanical models.
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Hrubik-Vulanovic, Tatjana. "Effects of intelligent tutoring systems in basic algebra courses on subsequent mathematics lecture courses." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618883.

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<p> The purpose of this study was to investigate how intelligent tutoring system ALEKS, which was implemented in remedial Basic Algebra courses, affected students' success in subsequent lecture courses and how former ALEKS students and instructors in lecture courses perceived ALEKS learning environment. ALEKS courses were delivered in emporium style: instructors were available to answer students' questions, while ALEKS guided students through online exercises individually based on their skills and knowledge. </p><p> The participants were students from four mathematics lecture courses and their instructors. Some students took remedial courses in ALEKS prior to the lecture courses while some students did not. The quantitative part of the study compared ALEKS and non-ALEKS students on the final examination and students' self-reported-preparedness. The qualitative part of the study discussed students' and instructors' perceptions of ALEKS based on student surveys and instructor interviews. </p><p> No difference between ALEKS and non-ALEKS students was found in final examination scores and self-reported-preparedness. Students rated learning experience in ALEKS emporium on average at 2.74 on the scale of one to five, with five being the highest. One third of students liked studying at their own pace and ALEKS content (they rated ALEKS emporium at 3.29), while one fourth claimed that &ldquo;nothing was good&rdquo; in emporium courses (they rated ALEKS emporium at 1.55). Although ALEKS emporium was very different from lecture courses, only one fifth of students reported changes in their study habits. The instructors did not observe any difference between ALEKS and non-ALEKS students and mentioned benefits of ALEKS-like tool for drill-and-practice. One instructor observed positive shifts in student attitude towards mathematics but advised longer study to be conducted to confirm this observation. </p><p> Providing a choice to students between online and lecture courses, while increasing the role of instructors in online courses, may result in better student satisfaction. Students could also be gradually trained to effectively use online resources. The design changes in ALEKS could include the replacement of the &ldquo;pie&rdquo; with the bar chart, different types of feedback, explanation of how assessments are done, and ability to revisit problems on assessments. </p>
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Hrubik-Vulanovic, Tatjana. "EFFECTS OF INTELLIGENT TUTORING SYSTEMS IN BASIC ALGEBRA COURSES ON SUBSEQUENT MATHEMATICS LECTURE COURSES." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373337020.

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Books on the topic "Mathematics lecturer"

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Fuks, D. B. Mathematical omnibus: Thirty lectures on classic mathematics. American Mathematical Society, 2007.

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Shishkin, Andrey. General introduction to the theory of functions. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2170831.

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The textbook contains a rigorous presentation of the basic concepts and key theorems of the theory of functions (real and complex variables). It is written on the basis of lectures on various academic courses taught by the author at Kuban State University for several years, and can be used in the study of mathematical analysis, the theory of functions of a real variable, the theory of functions of a complex variable, etc. For students of natural sciences and mathematics. It can be useful for university students and teachers with advanced mathematical training, as well as specialists in the field of mathematics and its applications.
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1938-, Streit Ludwig, and Universität Bielefeld. Zentrum für Interdisziplinäre Forschung., eds. Mathematics + physics: Lectures on recent results. World Scientific, 1985.

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Kogan, Efim. Ordinary differential equations and calculus of variations. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058922.

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The textbook contains theoretical information in a volume of the lecture course are discussed in detail and examples of typical tasks and test tasks and tasks for independent work. &#x0D; Designed for students enrolled in directions of preparation 15.03.03 "Applied mechanics" 01.03.02 "mathematics" (specialization "Mathematical modeling"), major 23.05.01 "Land transport and technological means" (specialization "Dynamics and strength of transport and technological systems"). Can be used by teachers for conducting practical classes.
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Heinonen, Juha. Lectures on Analysis on Metric Spaces. Springer New York, 2001.

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Bungartz, Hans-Joachim, Ronald H. W. Hoppe, and Christoph Zenger, eds. Lectures on Applied Mathematics. Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/978-3-642-59709-1.

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Rutishauser, Heinz. Lectures on Numerical Mathematics. Edited by Martin Gutknecht. Birkhäuser Boston, 1990. http://dx.doi.org/10.1007/978-1-4612-3468-5.

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Lagrange, J. L. Lectures on elementary mathematics. The Open court publishing company, 1991.

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Hadamard, Jacques. Four lectures on mathematics. Nabu Press, 2010.

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Heinz, Rutishauser. Lectures on numerical mathematics. Birkhäuser, 1990.

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Book chapters on the topic "Mathematics lecturer"

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Voiron-Canicio, Christine. "Geography, Mathematics and Mathematical Morphology." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38294-9_44.

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Benkart, Georgia, and J. Marshall Osborn. "Workshop lectures." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/bfb0088893.

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Wille, Rudolf. "Human Being and Mathematics Logical and Mathematical Thinking." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03079-6_6.

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Albers, D., G. Alexanderson, and Constance Reid. "Plenary Lectures." In International Mathematical Congresses. Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4684-0299-5_24.

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Bressloff, Paul. "Lectures in mathematical neuroscience." In IAS/Park City Mathematics Series. American Mathematical Society, 2009. http://dx.doi.org/10.1090/pcms/014/08.

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Fortuna, Luigi, Mattia Frasca, and Arturo Buscarino. "Lecture 2—Mathematical models." In Essentials of Automatic Control with MATLAB in 20 Lessons. CRC Press, 2025. https://doi.org/10.1201/9781003487289-2.

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Ewald, William, and Wilfried Sieg. "Lectures on the Principles of Mathematics." In David Hilbert's Lectures on the Foundations of Arithmetic and Logic 1917-1933. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-540-69444-1_1.

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Molina-Betancur, Sebastián. "Newtonianism in Mutis’s Lectures on Mathematics." In José Celestino Mutis and Newtonianism in New Granada, 1762–1808. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28768-8_3.

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Cohen, Ralph L., and Ulrike Tillmann. "Lectures on immersion theory." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/bfb0087528.

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Groeneboom, Piet. "Lectures on inverse problems." In Lecture Notes in Mathematics. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0095675.

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Conference papers on the topic "Mathematics lecturer"

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Sterckx, Colin. "Modave lecture notes: Introduction to Exceptional Field Theory." In Modave Summer School in Mathematical Physics. Sissa Medialab, 2025. https://doi.org/10.22323/1.464.0004.

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Pasternak, Antoine. "Modave lecture notes: Field exploration in phases of matter." In Modave Summer School in Mathematical Physics. Sissa Medialab, 2025. https://doi.org/10.22323/1.464.0003.

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Salloker, Michael G. "Solving Mathematical Problems without Calculating the Use of Computer Algebra Systems in Electrical Engineering Lectures." In 2025 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016334.

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NESIN, ALI. "SIMPLE MEMORIES FROM A SIMPLE MATHEMATICS LECTURER - LEELAVATI PRIZE LECTURE." In International Congress of Mathematicians 2018. WORLD SCIENTIFIC, 2019. http://dx.doi.org/10.1142/9789813272880_0013.

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Andreeva, O. V. "About Ram Alexandrovich Simonov and his Skills as a Lecturer." In R.A. Simonov: History, Book, Mathematics... Scientific and Publishing Center "Science" of the Russian Academy of Sciences, 2024. https://doi.org/10.52929/9785605111023_60.

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The article is dedicated to Professor R.A. Simonov, a long-time colleague, a successful teacher at the Moscow Polygraphic Institute, who participated in the development of a new training course for future book historians – «Source stu- dies and historiography of the history of the book», necessary for the training of specialists in the antique book trade. As one of the examples of R.A. Simonovʼs lecturing skills, his speech at the Book Section of the Central House of Scien- tists dedicated to the publication of L.F. Magnitskyʼs work «Arithmetic» (1703) is given.
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Hilger, Susanne, and Angela Schmitz. "Authentic application examples in math lectures through peer teaching." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1418.

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Engineering students often miss the connection between mathematics and the engineering disciplines. One solution to this problem is to integrate application examples into the math lectures. However, it is challenging for mathematicians to find adequate applications and to present them in an authentic manner. We describe a concept of integrating application examples through peer teaching: A student who has already completed the mathematics course is involved in the preparation and presentation of such examples. As a result, the examples are very authentic since they are developed and presented by a person knowing the applications, the learners’ motivation is high due to peer teaching, and the new material is high-quality owing to the supervision by the lecturer. Surveys conducted for each application example reveal that the concept is well accepted. The paper describes the steps in the development of application examples of different length and mathematical depth and gives recommendations on how to implement the concept successfully into math lectures.
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Mutijah. "Logistic Regression on the Data of Lecturer Performance Index on IAIN Purwokerto." In International Conference on Mathematics and Islam. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008520502650270.

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Nisa, Najma Hayatun, Paidi, Maratus Sholikah, and Mega Indah Puspita Sari. "Technological pedagogical and content knowledge (TPACK) analysis of animal physiology lecturer depending on students perceptions." In FRONTIERS IN INDUSTRIAL AND APPLIED MATHEMATICS: FIAM2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0134025.

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Putri, Ni Putu Ayu Arlyana, and Kridha Pusawidjayanti. "The conjoint analysis method approach in determining students’ perception of an ideal lecturer." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND ITS APPLICATIONS (ICOMATHAPP) 2023: Mathematics and its Applications on Society 5.0: Challenges and Opportunities. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0234617.

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Murni, Murni, and Asmawati Asmawati. "The Role Of Professionalism Lecturer Of Mathematics On Research And Learning Processes In Campus." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294097.

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Reports on the topic "Mathematics lecturer"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Лов’янова, І. В. Форми професійно спрямованого навчання математики у профільній школі. The Academy of Management and Administration in Opole, 2016. http://dx.doi.org/10.31812/0564/2355.

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Objective of the study presented in this article: identify forms of professionally directed teaching mathematics at profile schools. Identify the criteria of selection forms. Show features of the external forms by: lecture, seminar, game. The functions described lesson lectures aimed at professional training. Types of lectures in methodical system of professional training aimed. Show of the classification and choice of the seminar and games. Conclusions from the study indicate described the use of forms depending of level studies of mathematics.
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Shankar, Sati. Robert Geroch Lectures on Mathematical Methods in Physics. Global Synergetic, 2020. http://dx.doi.org/10.30847/20gsfn0107bv1.

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Vlasenko, Kateryna V., Sergei V. Volkov, Daria A. Kovalenko, Iryna V. Sitak, Olena O. Chumak, and Alexander A. Kostikov. Web-based online course training higher school mathematics teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3894.

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The article looks into the problem of theoretical aspects of using Web 2.0 technology in higher education. This paper describes answers of 87 respondents who have helped to identify the most required types of educational content for the integration to pages of the online course training higher school mathematics teachers. The authors carry out a theoretical analysis of researches and resources that consider the development of theoretical aspects of using web tools in higher education. The research presents the characteristics common to online courses, principles of providing a functioning and physical placement of online systems in webspace. The paper discusses the approaches of creating and using animated content in online systems. The authors describe the methods of publishing video content in web systems, in particular, the creation and use of video lectures, animation, presentations. This paper also discusses several of the existing options of integrating presentations on web pages and methods of integrating mathematical expressions in web content. It is reasonable to make a conclusion about the expediency of promoting online courses, the purpose of which is to get mathematics teachers acquainted with the technical capabilities of creating educational content developed on Web 2.0 technology.
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Orbán, Levente. Lecture Notes: Null Hypothesis Testing and the t-test. Orban Foundation, 2025. https://doi.org/10.69642/5734.

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This document presents a structured overview of null hypothesis significance testing (NHST) and the t-test. Theoretical foundations, mathematical formulations, and base R implementations are provided to enhance understanding of statistical hypothesis testing in psychology.
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Orban, Levente. Lecture Short Notes: Covariance, Standardization, and Correlation: A Statistical Overview. Orban Foundation, 2025. https://doi.org/10.69642/2421.

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This article provides an extensive overview of key statistical concepts related to covariance, standardization, and correlation. These principles are fundamental in psychology and behavioral sciences, particularly in data analysis. The document refines and formalizes lecture content, incorporating detailed mathematical formulations, conceptual explanations, real-world applications, and R scripts for manual computation.
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Orbán, Levente. Understanding Hypothesis Testing and the t-test. Orban Foundation, 2025. https://doi.org/10.69642/9543.

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This lecture note provides an accessible and pedagogically informed walkthrough of null hypothesis significance testing (NHST) and the t-test, based on a live undergraduate statistics lecture. I discuss both independent and related samples t-tests, common assumptions and their verification, and show how to manually implement these tests using R. Emphasis is placed on conceptual clarity, mathematical underpinnings, and hands-on implementation.
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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial system, remain largely didactic with direct instruction being the main pedagogical approach. To support the shift in pedagogical approach, empirically-tested learning designs that embody the constructivist principles, and were proven effective in Singapore’s classrooms were needed. This project proposed the use of Productive Failure (PF), a learning design that embodies constructivist principles, empirically tested, and proven effective and tractable in Singapore mathematics classrooms (Kapur, 2008, 2010, 2011, 2012, 2014a; Kapur &amp; Bielaczyc, 2012). Given PF’s positive learning outcomes and its alignment to the recommendations made in the revised A-level curriculum, the MOE’s CPDD’s Mathematics Unit collaborated with the PF research team, and through MOE’s existing processes and structures, worked with the JCs to translate the learning design across key concepts in the Singapore A-level Statistics curriculum.
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Orbán, Levente. Understanding Intelligence and Psychometrics: A Quantitative and Historical Perspective. Orban Foundation, 2025. https://doi.org/10.69642/6423.

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This paper provides an overview of the concept of intelligence and the field of psychometrics from both a historical and quantitative perspective. Drawing on lecture material and expanded with mathematical formulations and R-based analytical scripts, we discuss the origins of intelligence testing, standardization, reliability and validity of psychometric instruments, and controversies surrounding the measurement and interpretation of intelligence. Real-world examples and illustrative data are used to clarify core concepts.
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Orbán, Levente. Associative Learning in Psychology: Classical and Operant Conditioning Revisited. Orban Foundation, 2025. https://doi.org/10.69642/5323.

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Learning is a central concept in psychology, governing how organisms adapt to their environments. This paper revisits foundational theories of associative learning, with an emphasis on classical conditioning, as discovered by Ivan Pavlov, and operant conditioning, as developed by B.F. Skinner. Drawing from a transcript of a live undergraduate lecture, we explore theoretical models, empirical evidence, practical examples, and mathematical structures underlying these learning mechanisms. The aim is to distill key insights while highlighting the contemporary relevance of behaviorist principles in domains like behavioral design, education, and machine learning.
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