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David, Erika J.; Zazkis, Dov – International Journal of Mathematical Education in Science and Technology, 2020
Many tertiary institutions with mathematics programmes offer introduction to proof courses to ease mathematics students' transition from primarily calculation-based courses like Calculus and differential equations to proof-centred courses like real analysis and number theory. However, unlike most tertiary mathematics courses, whose mathematical…
Descriptors: Undergraduate Study, College Mathematics, Introductory Courses, Course Content
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Borji, Vahid; Erfani, Hedyeh; Font, Vicenç – International Journal of Mathematical Education in Science and Technology, 2020
The aim of this study is to analyse undergraduate students' understanding of polar coordinates based on two theories, Action, Process, Object and Schema (APOS) and Onto-Semiotic Approach (OSA). These two theories complement each other and each of them separately has been used in many research to explore students' performance of mathematical…
Descriptors: Undergraduate Students, College Mathematics, Mathematics Skills, Mathematical Concepts
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Reinholz, Daniel L.; Rasmussen, Chris; Nardi, Elena – International Journal of Research in Undergraduate Mathematics Education, 2020
This research commentary argues for more research that attends to the processes of organizational change in mathematics departments. It outlines both the ways that research on organizational change can benefit scholarship in mathematics departments, and how mathematics education researchers are needed to develop theories of change that are…
Descriptors: Educational Change, College Mathematics, Departments, Educational Research
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Seager, Suzanne – PRIMUS, 2020
For many of my students, Real Analysis I is the first, and only, analysis course they will ever take, and these students tend to be overwhelmed by epsilon-delta proofs. To help them I reordered Real Analysis I to start with an "Analysis Boot Camp" in the first 2 weeks of class, which focuses on working with inequalities, absolute value,…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematical Concepts, Concept Formation
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Ward, Erika L. – PRIMUS, 2020
Homework gives students the opportunity to practice new skills in both familiar and unfamiliar situations, and to develop an understanding of related concepts. Although some of these goals can be easily accomplished in online homework, many systems are less useful for handling open-ended questions. Written homework, on the other hand, takes time…
Descriptors: Homework, Teaching Methods, Feedback (Response), Learner Engagement
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Cline, K.; Fasteen, J.; Francis, A.; Sullivan, E.; Wendt, T. – PRIMUS, 2020
We consider the use of projects in math courses as a mechanism for promoting coding, communication, and interdisciplinary application of math skills. Final projects play an important role, but we also discuss several alternate types of projects. We describe a model that incorporates projects at all stages across the undergraduate mathematics…
Descriptors: Student Projects, Mathematics Curriculum, Mathematics Activities, Mathematics Skills
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Kluth, Verilda Speridião; Bicudo, Maria Aparecida Viggiani – Mathematics Teaching Research Journal, 2020
The authors question how hermetic texts in mathematics, history, and philosophy of mathematics, specifically those referring to abstract algebra, can be open to the understanding of researchers, teachers and students who are intentionally willing to understand them. This discussion suggests that the openness may happen through hermeneutic…
Descriptors: College Mathematics, Undergraduate Study, Algebra, Hermeneutics
Faizah, Siti; Nusantara, Toto; Sudirman, Sudirman; Rahardi, Rustanto – Online Submission, 2020
Mathematical proof is a logically formed argument based on students' thinking process. A mathematical proof is a formal process which needs the ability of analytical thinking to solve. However, researchers still find students who complete the mathematical proof process through intuitive thinking. Students who have studied mathematical proof in the…
Descriptors: Mathematical Logic, Validity, Algebra, Cognitive Processes
Remigio Padilla-Hernandez – ProQuest LLC, 2020
This study used a quantitative descriptive design and the CIPP model to evaluate the impact a co-requisite model had on students' passing rates in entry-level college math courses. The co-requisite model has become the alternative to the traditional developmental education sequence, and understanding how it impacts students' passing rates is…
Descriptors: Required Courses, Introductory Courses, Academic Achievement, College Mathematics
Chris Cox – ProQuest LLC, 2020
Community colleges began as a way to offer higher education to those that wanted it but could not leave home to further their degree. As they evolved, they began allowing students to be admitted with very little admission requirements. The lack of admission requirements led to students being admitted into community colleges that were not prepared…
Descriptors: College Entrance Examinations, Scores, Rural Schools, Community Colleges
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Yoshinobu, Stan; Jones, Matthew G.; Hayward, Charles N.; Schumacher, Carol; Laursen, Sandra L. – PRIMUS, 2023
Faculty professional development is an important lever for change in supporting instructors to adopt research-based instructional strategies that engage students intellectually, foster learning-supportive attitudes and habits of mind, and strengthen their persistence in mathematics. Yet the literature contains few well-rationalized models for…
Descriptors: Faculty Development, Inquiry, Workshops, College Mathematics
Sheri Lisa Berger – ProQuest LLC, 2023
Assembly Bill (AB) 705 transformed California community colleges by placing all students into transfer-level mathematics, including students with learning disabilities (SWLD). This multimethod study of one community college district explores the impact of AB 705 on SWLD. The sequential multimethod design includes three phases: 1) document…
Descriptors: Learning Disabilities, Students with Disabilities, Community Colleges, College Mathematics
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Ramírez-Montes, Guillermo; Henriques, Ana; Carreira, Susana – Canadian Journal of Science, Mathematics and Technology Education, 2021
Mathematical modelling has acquired relevance at all educational levels in the last decades since integrating this activity in instruction provides significant contexts for improving students' learning, including in linear algebra courses that have a notable presence in many undergraduate courses from different fields, including engineering and…
Descriptors: Undergraduate Students, College Mathematics, Mathematics Instruction, Teaching Methods
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Viliam, Duriš; Dalibor, Gonda; Anna, Tirpáková; Pavlovicová, Gabriela – Education Sciences, 2021
The presented paper is devoted to the new teaching model of congruences of computer science students within the subject of discrete mathematics at universities. The main goal was to create a new model of teaching congruences on the basis of their connection with Diophantine equations and subsequently to verify the effectiveness and efficiency of…
Descriptors: Mathematics Instruction, Equations (Mathematics), College Mathematics, Computer Science Education
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O'Shea, Ann; Breen, Sinéad – Canadian Journal of Science, Mathematics and Technology Education, 2021
In this article, we use a case study to explore the views of first-year university students on the differences between mathematics at school and at university, and on the changes to their study methods as they make the transition to university mathematics. We also consider their views on the differences and affordances of tasks that they encounter…
Descriptors: Student Attitudes, Student Adjustment, Mathematics Activities, College Freshmen
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