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Journal articles on the topic 'Undergraduate mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.

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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduate Mathematical Modeling,and also dwells on how to improve the thinking principles and capabilities about undergraduate Mathematical Modeling by examples. Establishes the teaching mode of colledge mathematical modeling and thoroughly analyses the hierarchy of mathematical modeling’s teaching and basic principles for selecting titles.At last,the article proposes several questions which we should pay attention to about colledge mathematical modeling teaching.

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2

Griffiths, H. Brian. "Teaching undergraduate mathematics." Zentralblatt für Didaktik der Mathematik 31, no. 6 (December 1999): 202–5. http://dx.doi.org/10.1007/bf02652696.

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3

Arigbabu, Abayomi A., and Andile Mji. "Nigerian Undergraduate Education Majors' Conceptions of Mathematics." Psychological Reports 96, no. 2 (April 2005): 273–74. http://dx.doi.org/10.2466/pr0.96.2.273-274.

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The Conceptions of Mathematics Questionnaire by Crawford, et al. was administered to 130 southwest Nigerian undergraduate education majors who took mathematics. Coefficient as of .86 and .84 for the Fragmented and Cohesive subscales were similar to prior values. There were no statistically significant mean differences between men and women or between undergraduates taking mathematics with science and nonscience topics.

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4

Crowe, David, and Hossein Zand. "Computers and undergraduate mathematics." Computers & Education 35, no. 2 (September 2000): 95–121. http://dx.doi.org/10.1016/s0360-1315(00)00020-8.

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5

Challis, Neil. "Undergraduate Mathematics Teaching Conference." MSOR Connections 7, no. 3 (August 2007): 47. http://dx.doi.org/10.11120/msor.2007.07030047.

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6

Ford, Shauna, Jonathan Gillard, and Mathew Pugh. "Creating a Taxonomy of Mathematical Errors for Undergraduate Mathematics." MSOR Connections 18, no. 1 (September 4, 2019): 37–45. http://dx.doi.org/10.21100/msor.v18i1.948.

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In this paper we develop a taxonomy of errors which undergraduate mathematics students may make when tackling mathematical problems. We believe that a taxonomy would be useful for staff in giving feedback to students, and would facilitate students’ higher-level understanding of the types of errors that they could make.

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7

Darlington, E. "Contrasts in mathematical challenges in A-level Mathematics and Further Mathematics, and undergraduate mathematics examinations." Teaching Mathematics and its Applications 33, no. 4 (August 24, 2014): 213–29. http://dx.doi.org/10.1093/teamat/hru021.

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8

Miller, Jason E., and Timothy Walston. "Interdisciplinary Training in Mathematical Biology through Team-based Undergraduate Research and Courses." CBE—Life Sciences Education 9, no. 3 (September 2010): 284–89. http://dx.doi.org/10.1187/cbe.10-03-0046.

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Inspired by BIO2010 and leveraging institutional and external funding, Truman State University built an undergraduate program in mathematical biology with high-quality, faculty-mentored interdisciplinary research experiences at its core. These experiences taught faculty and students to bridge the epistemological gap between the mathematical and life sciences. Together they created the infrastructure that currently supports several interdisciplinary courses, an innovative minor degree, and long-term interdepartmental research collaborations. This article describes how the program was built with support from the National Science Foundation's Interdisciplinary Training for Undergraduates in Biology and Mathematics program, and it shares lessons learned that will help other undergraduate institutions build their own program.

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9

Bassman, Lori, and Darryl Yong. "'Studio' mathematics for undergraduate engineers." ANZIAM Journal 54 (July 20, 2014): 266. http://dx.doi.org/10.21914/anziamj.v55i0.7878.

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10

Brown, Cecelia M., and Teri J. Murphy. "Research in undergraduate mathematics education." Reference Services Review 28, no. 1 (March 2000): 65–81. http://dx.doi.org/10.1108/00907320010313858.

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11

Groth, Randall E., Jennifer A. Bergner, Jathan W. Austin, Claudia R. Burgess, and Veera Holdai. "Undergraduate Research in Mathematics Education: Using Qualitative Data About Children’s Learning to Make Decisions About Teaching." Mathematics Teacher Educator 8, no. 3 (June 2020): 134–51. http://dx.doi.org/10.5951/mte.2020.0008.

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Undergraduate research is increasingly prevalent in many fields of study, but it is not yet widespread in mathematics education. We argue that expanding undergraduate research opportunities in mathematics education would be beneficial to the field. Such opportunities can be impactful as either extracurricular or course-embedded experiences. To help readers envision directions for undergraduate research experiences in mathematics education with prospective teachers, we describe a model built on a design-based research paradigm. The model engages pairs of prospective teachers in working with faculty mentors to design instructional sequences and test the extent to which they support children’s learning. Undergraduates learn about the nature of systematic mathematics education research and how careful analyses of classroom data can guide practice. Mentors gain opportunities to pursue their personal research interests while guiding undergraduate pairs. We explain how implementing the core cycle of the model, whether on a small or large scale, can help teachers make instructional decisions that are based on rich, qualitative classroom data.

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12

Elwes, Richard, and Rob Sturman. "Developing computational mathematics provision in undergraduate mathematics degrees." MSOR Connections 18, no. 2 (July 9, 2020): 59–65. http://dx.doi.org/10.21100/msor.v18i2.1097.

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Over the last ten years we have comprehensively embedded computational mathematics, and in doing so programming, into the undergraduate mathematics degree programmes at the University of Leeds. This case study discusses some of the practical, organisational and pedagogical issues we encountered, and how we addressed them.

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13

Nyman, M. A. "Developing transferable skills in undergraduate mathematics students through mathematical modelling." Teaching Mathematics and its Applications 21, no. 1 (March 1, 2002): 29–45. http://dx.doi.org/10.1093/teamat/21.1.29.

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14

McCarthy, Maeve L., and K. Renee Fister. "BioMaPS: A Roadmap for Success." CBE—Life Sciences Education 9, no. 3 (September 2010): 175–80. http://dx.doi.org/10.1187/cbe.10-03-0023.

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The manuscript outlines the impact that our National Science Foundation Interdisciplinary Training for Undergraduates in Biological and Mathematical Sciences program, BioMaPS, has had on the students and faculty at Murray State University. This interdisciplinary program teams mathematics and biology undergraduate students with mathematics and biology faculty and has produced research insights and curriculum developments at the intersection of these two disciplines. The goals, structure, achievements, and curriculum initiatives are described in relation to the effects they have had to enhance the study of biomathematics.

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15

Stepien, Tracy L., Eric J. Kostelich, and Yang Kuang. "Mathematics + Cancer: An Undergraduate "Bridge" Course in Applied Mathematics." SIAM Review 62, no. 1 (January 2020): 244–63. http://dx.doi.org/10.1137/18m1191865.

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16

Oates, Greg. "Sustaining integrated technology in undergraduate mathematics." International Journal of Mathematical Education in Science and Technology 42, no. 6 (September 15, 2011): 709–21. http://dx.doi.org/10.1080/0020739x.2011.575238.

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17

Iannone, P., and A. Simpson. "Students' preferences in undergraduate mathematics assessment." Studies in Higher Education 40, no. 6 (March 28, 2014): 1046–67. http://dx.doi.org/10.1080/03075079.2013.858683.

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18

Bressoud, David M. "What's Been Happening to Undergraduate Mathematics." Journal of Chemical Education 78, no. 5 (May 2001): 578. http://dx.doi.org/10.1021/ed078p578.

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19

Denton, Brian H., and Roger Bowers. "An Innovation in Undergraduate Mathematics Courses." Journal of Education for Teaching 19, no. 2 (January 1993): 227–29. http://dx.doi.org/10.1080/0260747930190208.

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20

Berkaliev, Zaur, and Peter Kloosterman. "Undergraduate Engineering Majors' Beliefs About Mathematics." School Science and Mathematics 109, no. 3 (March 2009): 175–82. http://dx.doi.org/10.1111/j.1949-8594.2009.tb17953.x.

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21

Maslahah, F. N., A. M. Abadi, and Ibrahim. "Undergraduate students’ difficulties in proving mathematics." Journal of Physics: Conference Series 1320 (October 2019): 012072. http://dx.doi.org/10.1088/1742-6596/1320/1/012072.

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22

Holm, Tara, and Karen Saxe. "A Common Vision for Undergraduate Mathematics." Notices of the American Mathematical Society 63, no. 06 (June 1, 2016): 630–34. http://dx.doi.org/10.1090/noti1390.

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23

Engelbrecht, Johann, and Ansie Harding. "Teaching Undergraduate Mathematics on the Internet." Educational Studies in Mathematics 58, no. 2 (February 2005): 235–52. http://dx.doi.org/10.1007/s10649-005-6456-3.

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24

Engelbrecht, Johann, and Ansie Harding. "Teaching Undergraduate Mathematics on the Internet." Educational Studies in Mathematics 58, no. 2 (February 2005): 253–76. http://dx.doi.org/10.1007/s10649-005-6457-2.

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25

Breen, Sinéad, and Ann O’Shea. "Threshold Concepts and Undergraduate Mathematics Teaching." PRIMUS 26, no. 9 (September 10, 2016): 837–47. http://dx.doi.org/10.1080/10511970.2016.1191573.

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26

Hanusch, Sarah. "Summative Portfolios in Undergraduate Mathematics Courses." PRIMUS 30, no. 3 (May 3, 2019): 274–84. http://dx.doi.org/10.1080/10511970.2019.1566185.

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27

Mustoe, Leslie. "The Mathematics Background of Undergraduate Engineers." International Journal of Electrical Engineering & Education 39, no. 3 (July 2002): 192–200. http://dx.doi.org/10.7227/ijeee.39.3.2.

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A major problem for engineering undergraduates is a lack of basic skills in number and algebra. While we seek middle-term solutions to these problems we must do something for the immediate term. It is suggested that the other engineering subjects be taught in the first semester in a qualitative way.

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28

Bergsten, Christer. "Investigating quality of undergraduate mathematics lectures." Mathematics Education Research Journal 19, no. 3 (December 2007): 48–72. http://dx.doi.org/10.1007/bf03217462.

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29

Bosch, Marianna, Thomas Hausberger, Reinhard Hochmuth, Margarita Kondratieva, and Carl Winsløw. "External Didactic Transposition in Undergraduate Mathematics." International Journal of Research in Undergraduate Mathematics Education 7, no. 1 (January 28, 2021): 140–62. http://dx.doi.org/10.1007/s40753-020-00132-7.

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30

McConnell, David. "Piloting a problem solving module for undergraduate mathematics students." MSOR Connections 17, no. 2 (April 24, 2019): 46. http://dx.doi.org/10.21100/msor.v17i2.961.

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We report on a new problem solving module for second-year undergraduate mathematics students first piloted during the 2016-17 academic year at Cardiff University. This module was introduced in response to the concern that for many students, traditional teaching and assessment practices do not offer sufficient opportunities for developing problem-solving and mathematical thinking skills, and more generally, to address the recognised need to incorporate transferrable skills into our undergraduate programmes. We discuss the pedagogic and practical considerations involved in the design and delivery of this module, and in particular, the question of how to construct open-ended problems and assessment activities that promote mathematical thinking, and reward genuinely original and independent mathematical work.

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31

Usher, David C., Tobin A. Driscoll, Prasad Dhurjati, John A. Pelesko, Louis F. Rossi, Gilberto Schleiniger, Kathleen Pusecker, and Harold B. White. "A Transformative Model for Undergraduate Quantitative Biology Education." CBE—Life Sciences Education 9, no. 3 (September 2010): 181–88. http://dx.doi.org/10.1187/cbe.10-03-0029.

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The BIO2010 report recommended that students in the life sciences receive a more rigorous education in mathematics and physical sciences. The University of Delaware approached this problem by (1) developing a bio-calculus section of a standard calculus course, (2) embedding quantitative activities into existing biology courses, and (3) creating a new interdisciplinary major, quantitative biology, designed for students interested in solving complex biological problems using advanced mathematical approaches. To develop the bio-calculus sections, the Department of Mathematical Sciences revised its three-semester calculus sequence to include differential equations in the first semester and, rather than using examples traditionally drawn from application domains that are most relevant to engineers, drew models and examples heavily from the life sciences. The curriculum of the B.S. degree in Quantitative Biology was designed to provide students with a solid foundation in biology, chemistry, and mathematics, with an emphasis on preparation for research careers in life sciences. Students in the program take core courses from biology, chemistry, and physics, though mathematics, as the cornerstone of all quantitative sciences, is given particular prominence. Seminars and a capstone course stress how the interplay of mathematics and biology can be used to explain complex biological systems. To initiate these academic changes required the identification of barriers and the implementation of solutions.

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32

Kim, Minsu. "Implementing Short-Format Podcasts for Preview on Mathematics Self-efficacy and Mathematical Achievement in Undergraduate Mathematics." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 166–82. http://dx.doi.org/10.31686/ijier.vol4.iss5.549.

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The aims o f this study were to examine the impact of the educational use of short format podcasts before class and to investigate students’ responses to the short format podcasts regarding mathematics self efficacy and mathematical achievement. Data was collected fr om 128 students in 6 sections of Intermediate and College Algebra for two semesters through pre and post tests , questionnaires including the Mathematics Self Efficacy Scale , and semi structured interviews . The data were analyzed by the two subgroups regar ding students who do not watch the short format podcast lectures (NSPL) before class and students who watch the short format podcast lectures (SPL) before class, and intermediate low and intermediate high students. T he results of this study showed that s hort format podcasts before class were vital to enhancing intermediate students’ mathematics self efficacy and their achievemen t and an appropriate format on the preview section of the study cycle. In addition, this study contributed to theknowledge of st udent learning with technology and applications of short format podcasts before class in mathematics education.

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33

López-Díaz, María Teresa, and Marta Peña. "Mathematics Training in Engineering Degrees: An Intervention from Teaching Staff to Students." Mathematics 9, no. 13 (June 23, 2021): 1475. http://dx.doi.org/10.3390/math9131475.

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There has always been a great concern about the teaching of mathematics in engineering degrees. This concern has increased because students have less interest in these studies, which is mainly due to the low motivation of the students towards mathematics, and which is derived in most cases from the lack of awareness of undergraduate students about the importance of mathematics for their career. The main objective of the present work is to achieve a greater motivation for engineering students via an intervention from the teaching staff to undergraduate students. This intervention consists of teaching and learning mathematical concepts through real applications in engineering disciplines. To this end, starting in the 2017/2018 academic year, sessions addressed to the teaching staff from Universitat Politècnica de Catalunya in Spain were held. Then, based on the material extracted from these sessions, from 2019/2020 academic year the sessions “Applications of Mathematics in Engineering I: Linear Algebra” for undergraduate students were offered. With the aim of assessing these sessions, anonymous surveys have been conducted. The results of this intervention show an increase in students’ engagement in linear algebra. These results encourage us to extend this experience to other mathematical subjects and basic sciences taught in engineering degrees.

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34

Darlington, Ellie, and Jessica Bowyer. "How well does A-level Mathematics prepare students for the mathematical demands of chemistry degrees?" Chemistry Education Research and Practice 17, no. 4 (2016): 1190–202. http://dx.doi.org/10.1039/c6rp00170j.

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332 undergraduate chemistry students were surveyed in order to establish whether they had found A-level Mathematics and/or Further Mathematics to be good preparation for their degree. Perceptions of both subjects were found to be positive, with more than 80% of participants describing Mathematics or Further Mathematics as good preparation. In particular, pure mathematics and mechanics topics were found to be the most useful. Additionally, over 90% of participants who had studied at least AS-level Further Mathematics reported that there was an overlap between the material they encountered at A-level and in the first year of undergraduate study. This indicates that prospective undergraduate chemists would significantly benefit from studying A-level Mathematics, and in particular may benefit from specialising in the study of mechanics, something which will only be possible through the study of Further Mathematics after qualifications are reformed in September 2017. Universities should consequently consider revising their entry requirements or recommendations to applicants.

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35

Assuah, Charles, and Abraham Ayebo. "Lecturers’ Views on Ghana’s Undergraduate Mathematics Education." International Journal of Education in Mathematics, Science and Technology 3, no. 2 (April 1, 2015): 132. http://dx.doi.org/10.18404/ijemst.17155.

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36

King, Samuel Olugbenga. "Catalyzing Genetic Thinking in Undergraduate Mathematics Education." Curriculum and Teaching 31, no. 2 (September 1, 2016): 27–46. http://dx.doi.org/10.7459/ct/31.2.03.

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37

Towers, David A., and Peter R. Turner. "A flexible first year undergraduate mathematics curriculum." International Journal of Mathematical Education in Science and Technology 20, no. 3 (May 1989): 469–73. http://dx.doi.org/10.1080/0020739890200318.

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38

NOSS, RICHARD. "Learning by design: undergraduate scientists learning mathematics." International Journal of Mathematical Education in Science and Technology 30, no. 3 (May 1999): 373–88. http://dx.doi.org/10.1080/002073999287897.

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39

Biggs, N. L. "APPLIED ABSTRACT ALGEBRA (Undergraduate Texts in Mathematics)." Bulletin of the London Mathematical Society 17, no. 5 (September 1985): 490. http://dx.doi.org/10.1112/blms/17.5.490a.

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40

Lamichhane, Basanta Raj, and Shashidhar Belbase. "Images of Mathematics Held by Undergraduate Students." International Journal on Emerging Mathematics Education 1, no. 2 (July 5, 2017): 147. http://dx.doi.org/10.12928/ijeme.v1i2.6647.

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41

Vella, David. "The Hudson River Undergraduate Mathematics Conference ′97." Math Horizons 5, no. 1 (September 1997): 28–29. http://dx.doi.org/10.1080/10724117.1997.11975025.

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42

Crowe, David, and Hossein Zand. "Computers and undergraduate mathematics 3: Internet resources." Computers & Education 35, no. 2 (September 2000): 123–47. http://dx.doi.org/10.1016/s0360-1315(00)00021-x.

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43

d’Inverno, Ray, and Paul Cooper. "Undergraduate Ambassadors Scheme andCommunicating and Teaching Mathematics." MSOR Connections 3, no. 4 (November 2003): 31–34. http://dx.doi.org/10.11120/msor.2003.03040031.

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44

Briginshaw, Anthony. "Myth and reality in teaching undergraduate mathematics." International Journal of Mathematical Education in Science and Technology 18, no. 3 (May 1987): 327–34. http://dx.doi.org/10.1080/0020739870180301.

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45

Evans, Warwick, Jean Flower, and Derek Holton. "Peer tutoring in first-year undergraduate mathematics." International Journal of Mathematical Education in Science and Technology 32, no. 2 (March 2001): 161–73. http://dx.doi.org/10.1080/002073901300037609.

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46

Iannone, Paola, and Adrian Simpson. "Students' perceptions of assessment in undergraduate mathematics." Research in Mathematics Education 15, no. 1 (March 2013): 17–33. http://dx.doi.org/10.1080/14794802.2012.756634.

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47

Guerrero, Shannon, Melissa Beal, Chris Lamb, Derek Sonderegger, and Drew Baumgartel. "Flipping Undergraduate Finite Mathematics: Findings and Implications." PRIMUS 25, no. 9-10 (October 27, 2015): 814–32. http://dx.doi.org/10.1080/10511970.2015.1046003.

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48

B. Collins, J., Amanda Harsy, Jarod Hart, Katie Anne Haymaker, Alyssa Marie (Armstrong) Hoofnagle, Mike Kuyper Janssen, Jessica Stewart Kelly, Austin Tyler Mohr,, and Jessica OShaughnessy. "Mastery-Based Testing in Undergraduate Mathematics Courses." PRIMUS 29, no. 5 (March 19, 2019): 441–60. http://dx.doi.org/10.1080/10511970.2018.1488317.

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49

Cline, K., J. Fasteen, A. Francis, E. Sullivan, and T. Wendt. "Integrating Programming Across the Undergraduate Mathematics Curriculum." PRIMUS 30, no. 7 (August 20, 2019): 735–49. http://dx.doi.org/10.1080/10511970.2019.1616637.

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50

Gillman, Richard Alan. "A COLLOQUIUM EXPERIENCE FOR UNDERGRADUATE MATHEMATICS MAJORS." PRIMUS 1, no. 4 (January 1991): 423–29. http://dx.doi.org/10.1080/10511979108965641.

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