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Undergraduate mathematics teaching in first year lectures: can it be responsive to student learning needs?

journal contribution
posted on 13.07.2020, 13:27 by Georgia Petropoulou, Barbara Jaworski, Despina Potari, Theodossios Zachariades
This paper investigates mathematics teaching to first year students of two mathematics departments in the context of large-group lectures. It goes beyond what may be seen as implicit in this context by focussing on the links between two lecturers’ thinking about students’ learning of advanced mathematics and their practice. Data includes lecture observations and reflective discussions with the lecturers. Three layers of data analysis are drawn on Activity Theory, the Teaching Triad, and, grounded analytical approaches. Findings suggest that the formation of teaching goals is motivated by aspects of sensitivity to student’s participation and that the complementarities among these aspects are important qualitative characteristics of teaching in this context.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Research in Undergraduate Mathematics Education

Volume

6

Issue

3

Pages

347 - 374

Publisher

Springer

Version

AM (Accepted Manuscript)

Rights holder

© Springer Nature Switzerland AG

Publisher statement

This is a post-peer-review, pre-copyedit version of an article published in International Journal of Research in Undergraduate Mathematics Education. The final authenticated version is available online at: https://doi.org/10.1007/s40753-020-00111-y.

Acceptance date

14/01/2020

Publication date

2020-04-30

Copyright date

2020

ISSN

2198-9745

eISSN

2198-9753

Language

en

Depositor

Prof Barbara Jaworski. Deposit date: 9 July 2020

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