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Relevant bibliographies by topics / Mathematics teaching methodologies

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Academic literature on the topic 'Mathematics teaching methodologies'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Mathematics teaching methodologies"

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Lagrange, Jean-Baptiste. "Teaching mathematics online: emergent technologies and methodologies." Research in Mathematics Education 16, no. 2 (2014): 208–12. http://dx.doi.org/10.1080/14794802.2014.918342.

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Aversi-Ferreira, Tales Alexandre, Karolyne Cordeiro-de-Oliveira, Samuel Vitor Assis Machado de Lima, et al. "The perceptions of students and instructor in a graduate mathematical modeling class: An experience with remote education." Research, Society and Development 10, no. 6 (2021): e2310615223. http://dx.doi.org/10.33448/rsd-v10i6.15223.

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Difficulties with adequately teaching mathematics is a challenge not yet overcome by teachers. It is an important subject that directly involves educators and teachers, and indirectly society. New proposals for teaching mathematics have not been completely implemented and must be tested among the many levels of student life. One possibility for bringing teachers in accord with new teaching strategies is by pedagogical development, such as attending specific courses for teaching, to at least become aware of new methodologies and to learn how to apply them. The purpose of this work was to analyz

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Dahal, Niroj, Bal Chandra Luitel, Binod Prasad Pant, Indra Mani Shrestha, and Netra Kumar Manandhar. "Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics." Mathematics Education Forum Chitwan 5, no. 5 (2020): 17–21. http://dx.doi.org/10.3126/mefc.v5i5.34753.

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Emerging ICT tools, techniques and methodologies (TTM), which might be helpful for pedagogical practices, for a synchronous and asynchronous mode of teaching and learning mathematics in online and distance mode of education. This action research reported from the underpinning practices of the authors as trainers, course facilitators, educational researchers and innovative practitioner-the possible uses of emerging ICT tools, techniques and methodologies for teaching and learning mathematics. This article highlights some key strengths with possible integration of emerging ICT tools, techniques

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Hossein-Mohand, Hossein, Juan-Manuel Trujillo-Torres, Melchor Gómez-García, Hassan Hossein-Mohand, and Antonio Campos-Soto. "Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers." Sustainability 13, no. 5 (2021): 2606. http://dx.doi.org/10.3390/su13052606.

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In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla wer

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Huang, Rongjin, Angela T. Barlow, and Melanie E. Haupt. "Improving core instructional practice in mathematics teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 4 (2017): 365–79. http://dx.doi.org/10.1108/ijlls-12-2016-0055.

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Purpose The purpose of this paper is to examine how teachers improve core instructional practices in teaching mathematics for problem solving through lesson study (LS). The core practices included launching a task, implementing a task, and orchestrating students’ solutions. Design/methodology/approach This study adopted multiple case study and survey methodologies. Each of three LS groups developed a research lesson on problem solving in algebra through Chinese LS, which includes collaborative planning and repeated teachings/debriefings of the research lesson with support from experts. The dat

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Fernandes, Adelmar Carlos, Glória Fernandes Lima, Jakson Fernandes Lima, et al. "Contextualized education in the teaching of Mathematics: a case study at the Kindergarten and Elementary School Manoel Rodrigues do Nascimento." Research, Society and Development 9, no. 10 (2020): e8739109207. http://dx.doi.org/10.33448/rsd-v9i10.9207.

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Teaching mathematics as a concept formation process requires rethinking the teacher's role, the conditions for organizing pedagogical work, the way of thinking, feeling and acting in education, the characteristics and interests of students. It needs the entire school community's involvement, presenting the content in a contextualized way, through a problematic situation, compatible with a real situation, which has elements that give meaning and construction to the mathematical content. This work sought to broaden the understanding of contextualization in the teaching of mathematics since worki

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Guzmán, M. Orozco, S. Obredor Castro, F. Mejía Acuña, and E. Silvera Malo. "Importance of coupling the teaching methodologies of mathematics with the learning styles of digital natives." Journal of Physics: Conference Series 1414 (November 2019): 012004. http://dx.doi.org/10.1088/1742-6596/1414/1/012004.

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Šnajder, Ľubomír, and Ján Guniš. "Inquiry Based Education of Selected Informatics Topics – Analysis and Results." International Journal of Information and Communication Technologies in Education 5, no. 2 (2016): 51–66. http://dx.doi.org/10.1515/ijicte-2016-0008.

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Abstract In the paper we present the partial results of a qualitative research achieved in the project Innovation efficiency methods of teaching mathematics, physics and informatics (VEMIV). The project is aimed at developing inquiry skills of pupils and conceptual comprehension of the subject matter. In the first part we describe basic characteristics of inquiry-based education. In the second part we present two methodologies of teaching informatics. The first methodology is primarily focused on scientific research methods viable in school informatics. In the second one, we focus primarily on

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Macnab, Donald S. "Forces for Change in Mathematics Education: The Case of TIMSS." education policy analysis archives 8 (February 28, 2000): 15. http://dx.doi.org/10.14507/epaa.v8n15.2000.

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The results of the Third International Study in Mathematics and Science Education (TIMSS) were published in 1996/7. Since that time the participating countries have reacted in a variety of ways to the comparative performance of their students. This article investigates the diverse effects these reactions have had on mathematics curricula and teaching methodologies in a selection of these countries, within the context of a wider analysis of the motivations which determine change in education.

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Aldon, Gilles, Annalisa Cusi, Florian Schacht, and Osama Swidan. "Teaching Mathematics in a Context of Lockdown: A Study Focused on Teachers’ Praxeologies." Education Sciences 11, no. 2 (2021): 38. http://dx.doi.org/10.3390/educsci11020038.

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This study aims to explore how teachers from four countries—France, Israel, Italy, and Germany—manage their teaching–learning activity in the context of lockdown due to the COVID-19 pandemic. About 700 teachers from the four countries participated in this study. They were given an online questionnaire that involved 22 open-ended items, in which they were requested to complete the items that were structured taking into account the relationships between teacher, students, mathematics and resources. The qualitative analysis of teachers’ answers was carried out, referring to both the meta-didactic

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Dissertations / Theses on the topic "Mathematics teaching methodologies"

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Tucky, Kristina L. "A comparison of two teaching methodologies in a middle school algebra classroom." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ktucky2007.pdf.

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Duffield, Ruth J. "Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79675.

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Educators strive to improve student learning outcomes and there are numerous theories suggesting how this is best achieved. However, application of these theories to the coal face of a classroom is often fraught with obstacles resulting in poor outcomes. Constraints imposed by educational policy, school systems, structures and the individual students themselves, realistically require adaptation of theoretical techniques if genuine learning is to be imparted to students. This paper discusses some of the issues surrounding the practical implementation of new methodologies into the classroom and

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Ahearn, Mary Catherine, Kathleen Ryan Been, and Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.

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Lesko, Cherish Christina. "Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4153.

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Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on

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Leite, José Edmar. "Metodologias da educação matemática: reflexões sobre a prática." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4943.

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Made available in DSpace on 2015-05-07T15:10:04Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1200401 bytes, checksum: d6f952abb0758d52c385ea91b2a082ec (MD5) Previous issue date: 2010-11-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This thesis conducted an exploratory study at a state school for elementary and high school in the city of Sao Jose de Piranhas Collection. His goal was to investigate the teaching methodologies used by teachers who teach in the discipline of mathematics in the 1st year of high school, setting the related processes do school. The

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Cavalheiro, Gabriela Castro Silva [UNESP]. "Resolução de problemas e investigação matemática: um processo de intervenção formativa para licenciandos em Matemática." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151482.

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Submitted by GABRIELA CASTRO SILVA CAVALHEIRO (gcvsilva@gmail.com) on 2017-08-29T21:47:00Z No. of bitstreams: 1 TES_DOUT20170815_CAVALHEIRO_GABRIELA_CASTRO_SILVA.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5)<br>Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-08-30T17:17:23Z (GMT) No. of bitstreams: 1 cavalheiro_gcs_dr_bauru.pdf: 4696572 bytes, checksum: ba2b7c84f99f3235ac1d1ab9e2e6ea4c (MD5)<br>Made available in DSpace on 2017-08-30T17:17:23Z (GMT). No. of bitstreams: 1 cavalheiro_gcs_dr_bauru.pdf: 4696572 bytes, checksum: ba2b7c84f99f

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Loureiro, Daniel Zampieri. "Abordagem do conteúdo matemático em Modelagem Matemática na Educação Matemática: um metaestudo das produções didático pedagógicas do Programa de Desenvolvimento Educacional – PDE/PR." Universidade Estadual do Oeste do Paraná, 2016. http://tede.unioeste.br/handle/tede/3357.

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Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-20T19:22:50Z No. of bitstreams: 2 Daniel_Loureiro2016.pdf: 1821297 bytes, checksum: 807990a1e6fc8114c5f56efed0175fd9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in DSpace on 2018-02-20T19:22:50Z (GMT). No. of bitstreams: 2 Daniel_Loureiro2016.pdf: 1821297 bytes, checksum: 807990a1e6fc8114c5f56efed0175fd9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-08<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superi

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Santos, Osmair Carlos dos. "Do ensino tradicional à iniciação a atividades de investigação matemática: desconstruindo velhos hábitos." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/9261.

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Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2019-01-30T13:24:06Z No. of bitstreams: 2 Dissertação - Osmair Carlos dos Santos - 2018.pdf: 2784423 bytes, checksum: 41fd6e1fbb5481af652ee2a547a78677 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-01-31T10:06:59Z (GMT) No. of bitstreams: 2 Dissertação - Osmair Carlos dos Santos - 2018.pdf: 2784423 bytes, checksum: 41fd6e1fbb5481af652ee2a547a78677 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br

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Luthra, Vandhana. "Teaching methodologies and assessment strategies of Ontario grade 9 mathematics teachers." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94975&T=F.

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Santos, Mauro César. "Educação matemática: o que percebem os professores de matemática sobre a metodologia da resolução de problemas." Master's thesis, 2012. http://hdl.handle.net/10437/4804.

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Orientação: Óscar Conceição de Sousa<br>A Matemática chegou ao novo milênio sendo responsabilizada por grande parte da exclusão nos sistemas escolares brasileiros. Tal situação requer dos cursos de Licenciatura em Matemática uma profunda reflexão sobre a formação do professor de Matemática que irá atuar nas escolas de educação básica. Dentro da Educação Matemática, atualmente, a utilização da Resolução de Problemas como metodologia de ensino é vista como uma alternativa viável para conduzir o aluno à construção do conhecimento. Nessa metodologia, o aluno é orientado a participar da const

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Books on the topic "Mathematics teaching methodologies"

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Teaching mathematics online: Emergent technologies and methodologies. Information Science Reference, 2011.

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Ferretti, Federica. Formative Assessment for mathematics teaching and learning: Teacher Professional Development Research by Videoanalysis Methodologies. FrancoAngeli, 2018.

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Association, Information Resources Management. STEM education: Concepts, methodologies, tools, and applications. Information Science Reference, 2015.

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Kevin, Wainwright, ed. Fundamental methods of mathematical economics. 4th ed. McGraw-Hill/Irwin, 2005.

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Luthra, Vandhana. Teaching methodologies and assessment strategies of Ontario grade 9 mathematics teachers. 2004.

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A Mathematics Course For Political And Social Research. Princeton University Press, 2013.

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Borba, Marcelo C., and Monica E. Villarreal. Humans-with-Media and the Reorganization of Mathematical Thinking: Information and Communication Technologies, Modeling, Visualization and Experimentation (Mathematics Education Library). Springer, 2005.

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Wainwright, Kevin, and Alpha C. Chiang. Fundamental Methods of Mathematical Economics. McGraw-Hill/Irwin, 2004.

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Amaral, Mateus Carvalho, Flávio Silva Machado, Luiz Antônio de Oliveira Chaves, Maria Helena Teixeira da Silva, and Vanessa End de Oliveira. https://aeditora.com.br/produto/engenharia-na-pratica-ensino-pesquisa-e-aplicacoes/. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-151-6.

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This book gathers 10 articles written conjointly by students and alumni in the Production Engineering program at Universidade Federal Fluminense (UFF) and also by professors from the UFF, Rio de Janeiro State University, Federal Institute of Rio de Janeiro, State University of Northern Rio de Janeiro, Estácio de Sá University and Cândido Mendes University. This publication is an iniciative of the Materials Engineering, Maintenance and Environment Laboratory (L3MA). By offering it to the public, the objective was to disseminate the scientific research we are conducting and to encourage our stud

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Book chapters on the topic "Mathematics teaching methodologies"

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Solitro, Ugo, Margherita Zorzi, Margherita Pasini, and Margherita Brondino. "A “light” Application of Blended Extreme Apprenticeship in Teaching Programming to Students of Mathematics." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 6th International Conference. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40165-2_8.

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"Methodologies for Learning and/or Teaching." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5718-1.ch002.

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In this chapter, there is an introduction of the problem of methodologies and strategies for learning and/or teaching mathematics in primary and secondary school. The first methods are the symbolic-reconstructive and perceptive-motor. For the authors, the problem about contemporary teaching is characterized by the relationship between mathematics and electronic technology. Finally, a new didactic approach will be proposed. It is called “from concrete/virtual-concrete to abstract” and it consists in the introduction of a new computer-based phase, called graphic-numerical, in a good traditional didactic path.

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Warner, Steve Carlisle. "Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms." In Cases on Smart Learning Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6136-1.ch007.

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The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.

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Eichler, Marcelo Leandro, Gabriela Trindade Perry, Ivana Lima Lucchesi, and Thiago Troina Melendez. "Mobile Game-Based Learning in STEM Subjects." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch064.

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The acronym STEM (science, technology, engineering, and mathematics) has entered the agenda of educational policies. The development of mobile game-based learning has been seen as a new line of research and technological development in the field of educational technology, STEM education, and game design. These fields are rather new and intrinsically multidisciplinary, making it even more exciting. There is a growing interest in mobile game-related research, whether strictly technological or applied in social contexts. In this chapter, the authors thought a nice way to connect this data and depict the current scenario would be to break the subject into pieces: game design; affection and play; mobile learning; games for learning; science and mathematics education; and lastly, summarizing it in the games for STEM education section. The conclusions point to the fact that we are taking the first steps in a digital game development process for teaching mathematics in the school environment and the acceptance of smartphones as tools that add value to education.

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Mohan, Fariel, and Garry Soomarah. "The Infusion of Technology Within the Classroom Facilitates Students' Autonomy in Their Learning." In Advanced Methodologies and Technologies in Modern Education Delivery. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch031.

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This experiment investigated whether the infusion of technology in teaching as a scaffolding tool can improve the pass rate of mathematics at the University of Trinidad and Tobago. The use of technology facilitated the building of a virtual classroom which was based on scaffolding, thus aiding students by either peers or the instructor until they are comfortable to move on to the next level. The virtual classroom was used to stimulate discussions on students' knowledge of mathematics ensuring no focus was on the technology nor the instructor. These discussions provide opportunities for the students to discover his/her existing level within the learning community. Within this learning community, everybody was anonymous including the instructor thus motivating the students to comment on the reflective questions. This encouraged students to collaborate and provide prompt feedback. Suggestions obtained from the students into improving the virtual classroom were considered resulting in four virtual classrooms.

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Ursyn, Anna. "Skills for Inclusive and Collaborative Learning on the Go." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch022.

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This chapter examines selected philosophical, psychological, and cognitive theories of learning pertaining to the traditional program development, examines characteristics of current learning environment, and puts forward some educational propositions that may be of service in the global K-20 schooling. The focus is put on a need for integrative learning with an iterative model of introducing concepts and information, introduction of universal languages such as Latin, Music, and Mathematics, teaching and learning visually with the use of visualization techniques, teaching coding in various computer languages, instruction in serious gaming, inclusion of virtual reality into school environment, and teaching on the go through the use of social platforms for global exchange of thought. The proposed instructional design model focuses on developing skills that correspond to the needs and expectations typical of present-day society.

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Demirbilek, Muhammet. "Artificial Intelligence and K-12." In Handbook of Research on Teaching With Virtual Environments and AI. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7638-0.ch027.

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Artificial intelligence (AI) is a part of our everyday life. Having artificial intelligence will be vital for careers in science and engineering, which is the important part of the STEM curriculum. Most of us are aware of existence AI-powered services and devices, but hardly anybody knows about the technology behind them. Therefore, educational institutions should prepare the next generation in school with artificial intelligence literacy and the underlying concepts including algorithms, big data, and coding. Like classic literacy, which includes writing, reading, and mathematics, literacy in AI/computer science will become a major issue in the future. Furthermore, with AI literacy, pupils also receive a solid preparation for subsequent studies at university level and their future career. Currently, computer science education in school does not focus on teaching these fundamental topics in an adequate manner. This chapter will exploit understanding AI and how AI works in daily life and offer teaching methodologies to explain how AI works to K-12 learning environments.

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Scott, Cinda P., Bonne August, and Costanza Eggers-Piérola. "All Hands on Deck." In Cases on Interdisciplinary Research Trends in Science, Technology, Engineering, and Mathematics. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2214-2.ch013.

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The nationwide National Science Foundation (NSF) Innovation through Institutional Integration (I3) program challenges faculty, administrators, and project partners to think strategically about the creative integration of NSF-funded awards and to provide students with an interdisciplinary, cross-curriculum, technologically current approach to Science, Technology, Engineering, and Mathematics (STEM) curriculum. The NSF I3 program places particular emphasis on underrepresented minorities seeking two- and four-year degrees in STEM disciplines. The focus of this chapter is on how survey data collected across STEM departments in the School of Arts and Sciences and the School of Technology and Design have been used to guide the City Tech I3 Project to implement case study teaching methodologies as a means for creating institutional change in STEM laboratories. The City Tech I3 Project addresses three of the national NSF I3 goals: broadening participation, integrating research and education, and developing a global workforce.

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Corredor, Olga León. "Integrating Technology and Didactic Resources for Enhancing Learning Processes. An Exploratory Study." In Theory and Practice: An Interface or A Great Divide? WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.61.

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Some limitations that affect the learning of mathematics are related to two dysfunctional issues: lack of acknowledgment of students' differences in the didactic designs and of the students’ awareness about their learning skills. Accessible and affective didactic designs aim to overcome such dysfunctional issues. In this direction, the document presents three contributions: first, the exploration of technological relationships that foster cognitive convergence between the student and tools; second, a revision of hypotheses that give support to accessible and affective didactic designs; and third, the documentation of the learning trajectories that some diverse Colombian populations made while they were playing the game called The Jumper. The methodologies used in the research were Design Science Research and Teaching Experiments.

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da Silva, Circe Mary Silva, and Maria Célia Leme da Silva. "Intuitive and experimental geometry: circulation of international proposals." In “DIG WHERE YOU STAND” 6. Proceedings of the Sixth International Conference on the History of Mathematics Education. WTM-Verlag Münster, 2020. http://dx.doi.org/10.37626/ga9783959871686.0.18.

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The late 19th and early 20th centuries are marked by the international circulation of new methodologies for the teaching of geometry. The aim of the present study is to analyze geometry and pedagogy textbooks for elementary education which circulated in countries such as France, Germany, the United States and Brazil. The paper seeks to answer the question: what are the supporting pillars for the formulation of an intuitive and experimental geometry read in the different textbooks? The circulation and appropriations of various protagonists are identified in search of the production of an intuitive and modernizing geometry, in contrast to the abstract, deductive and logical character of Euclidean geometry.

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Conference papers on the topic "Mathematics teaching methodologies"

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Soares, Filomena, Ana Paula Lopes, Anna Cellmer, et al. "INNOVATIVE TEACHING METHODOLOGIES FOR AN ONLINE ENGINEERING MATHEMATICS COURSE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1770.

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Floris, Francesco, Alice Barana, Anna Brancaccio, et al. "Immersive teacher training experience on the methodology of problem posing and solving in Mathematics." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9489.

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In an Italian and European context, one of the fundamental skills in Mathematics is the ability to solve problems in everyday situations, often linked to everyday life. For this reason, the problem posing and solving methodology plays a fundamental role in the process of teaching and learning Mathematics. This paper presents the results of the immersive experience "Mathematical Exploration with Problem Posing and Solving", included in the teacher training activities proposed by the national PP&amp;S - Problem Posing &amp; Solving - Project of the Italian Ministry of Education, which ai

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Barana, Alice, Marina Marchisio, and Matteo Sacchet. "Effectiveness of Automatic Formative Assessment for learning Mathematics in Higher Education." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13030.

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The health emergency due to COVID-19 has highlighted the need of new and flexible digital methodologies for learning and teaching Mathematics, which can support the individual student’s needs and help shape education. In this paper, we propose to use Automatic Formative Assessment (AFA) activities designed according to an innovative model, framed on the theories of formative assessment and feedback. The model includes: availability of the activities and multiple attempts; algorithmic questions; open mathematical answers; contextualized tasks; immediate and interactive feedback. We analyzed an

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Wekesa, Wafula Robert, Nyakwara Begi, and Kang'ethe Rachel Kamau. "Session 14: Learning / Teaching Methodologies and Assessment | Effect of Remedial Teaching Program on Performance of Pupils with Mathematics Difficulties in Lower Primary Schools in Butere District, Kenya." In World Congress on Special Needs Education. Infonomics Society, 2014. http://dx.doi.org/10.20533/wcsne.2014.0051.

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Turian, Emma, and Lidia Filus. "Initiating a Translational Bio-Mathematics Research Seminar for Undergraduate Students." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8199.

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The aim of this paper is to illustrate the benefits and the drawbacks of an experimental process on how to develop and teach an interdisciplinary applied math course. The analysis comes from our experience gained during the development and teaching of a temporary seminar called: Mathematical Modeling for Cancer Risk Assessment, implemented at our University. The need for the initiation of such an interdisciplinary course came from an increasing national effort started by Mathematical Association of America’s “Curriculum Foundations Project: Voices of the Partner Disciplines”. Their study found

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Teixeira, J. C. F., J. C. F. L. Silva, and P. Flores. "Development of Mechanical Engineering Curricula at the University of Minho." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-15170.

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The implementation of the Bologna protocol in the EU has set new goals for the whole higher education system as: a) a quality assessment for university courses; b) a framework for the exchange of students and academics and c) an opportunity for changing the teaching/learning procedures and methodologies. Within the context, the mechanical engineering curricula at the University of Minho has been comprehensively formulated in order to meet these and future challenges and expectations. The whole process has been based upon various cornerstones: the legal framework for the higher education system

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Yu, Jingjun, Dengfeng Lu, Xilun Ding, and Weidong Guo. "Teaching Creative Mechanism Design by Integrating Synthesis Methodology and Physical Models." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12173.

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Teaching young graduate students in the field of mechanical design has always been a challenging task. In particular, imparting some aspects on the creative design of mechanisms and robotics by far introduces additional difficulties. Because almost all existing systematic design or synthesis methodologies for the creative design, have a close connection with complicate mathematic tools. The objective of this paper is therefore to present a teaching approach based on an overview of pedagogical challenges of the authors in the past 8 years in teaching “Creative Design of Mechanisms and Robotics”

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O¨zer Arnas, A. "Teaching of Thermodynamics: Innovation in Design for ABET." In ASME 2002 International Mechanical Engineering Congress and Exposition. ASMEDC, 2002. http://dx.doi.org/10.1115/imece2002-33157.

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In this paper the methodologies by which thermodynamic theory can be developed to permit design of experiments are discussed. This approach is both innovative in itself and pedagogically sound in that the student learns to design while learning the important theoretical topics. This technique uses mathematical as well as engineering concepts that are relatively simple and yet very educational. The equipment to be used and the details of the design then become the designer’s choice and are limited only by the person’s own imagination, creativity, and innovative thinking and the physical laborat

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Meagher, Jim, and Xi Wu. "A Comparison of Two Different Strategies for Undergraduate Research Within the Framework of a Rotor Dynamics Laboratory." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43111.

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Introductory graduate level courses and upper division technical electives often present a student with his or her first research project. Time limitations of a course require a balance between open ended discovery, development of specialized technical knowledge, and teaching the mechanics of research methodology. The case study presented in this paper is an outline of two different strategies to introduce research to undergraduate students within the framework of a rotor dynamics laboratory. The laboratory had historically been designed to demonstrate machinery malfunctions in a series of sho

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