NOMAD sökresultat

  1. NOMAD – 22(4), 2017

    Volume 22, No 4, December 2017

    Volume 22, No 4, December 2017

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Simon Goodchild and Barbara Jaworski

    Developing practice through research into university mathematics education

    [PDF]

    Angeliki Mali and Georgia Petropoulou

    Characterising undergraduate mathematics teaching across settings and countries: an analytical framework

    [PDF]

    Suela Kacerja, Toril Eskeland Rangnes, Rune Herheim, Meinrad Pohl, Inger Elin Lilland and Ragnhild Hansen

    Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points

    [PDF]

    Mervi A. Asikainen, Antti Viholainen, Mika Koponen and Pekka E. Hirvonen

    Finnish entry-level students’ views of teacher knowledge and the characteristics of a good mathematics teacher

    [PDF]

    Sinéad Breen, Niclas Larson, Ann O’Shea and Kerstin Pettersson

    A study of students’ concept images of inverse functions in Ireland and Sweden

    [PDF]

    Margrethe Naalsund and Joakim Skogholt

    Oral presentations as a tool for promoting metacognitive regulation in real analysis

    [PDF]

    Stephanie Treffert-Thomas, Olov Viirman, Paul Hernandez-Martinez and Yuriy Rogovchenko

    Mathematics lecturers’ views on the teaching of mathematical modelling

    [PDF]

    Ian Jones and David Sirl

    Peer assessment of mathematical understanding using comparative judgement

    [PDF]

    Barbro Grevholm

    Bokanmälan

    Innehåll: JH

    Skapad: 2018-01-04 kl. 00:00

  2. NOMAD 22(4), 2017

    Characterising undergraduate mathematics teaching across settings and countries: an analytical framework

    Angeliki Mali and Georgia Petropoulou

    Abstract

    This paper explores the characteristics of teaching of a sample of university mathe-matics teachers in two countries, Greece and Great Britain, and in two settings, lectures and tutorials, seeking to identify a common ground for undergraduate mathe-matics teaching. Our observations of teaching and our sociocultural perspectives enabled us to develop a framework for a detailed description of the observed teaching. The description reveals categories of teaching actions, and the associated tools teachers use in selecting tasks for their students, providing comprehensive explanations, extending students’ mathematical thinking, or evaluating students’ mathematical meaning. The findings are across settings and countries in the direction of a profound understanding of undergraduate mathematics teaching.

    Angeliki Mali
    Angeliki Mali is a Postdoctoral Research Fellow in the School of Education at the University of Michigan. Prior to her fellowship, she was member of the Culture, Pedagogy and Identity group in the Mathematics Education Centre at Loughborough University, where she was awarded her PhD. She holds a BSc in Mathematics, and an MSc in Didactics and Methodology of Mathematics from the University of Athens in Greece. Her research focuses on university mathematics education. She has experience in teaching mathematics to students attending STEM programmes at university level.

    Georgia Petropoulou
    Georgia Petropoulou is finishing her PhD in the Mathematics Department at the University of Athens, Greece. Her PhD is in mathematics education, focusing on university mathematics teaching for students’ learning needs. She has an MSc in Didactics and Methodology of Mathe-matics and a BSc in Mathematics, both awarded by the University of Athens. Her research interests are in university mathematics teaching practice and its development to meet students’ learning needs.

    Skapad: 2018-01-04 kl. 00:00

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