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Innovative approaches to teaching mathematics in higher education: a review and critique

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posted on 2013-03-21, 09:16 authored by Mahmoud Abdulwahed, Barbara Jaworski, Adam CrawfordAdam Crawford
This paper provides a snapshot of emerging trends in mathematics teaching in higher education for STEM subjects (Science, Technology, Engineering and Mathematics). Overwhelmingly, papers identify a focus on conceptual understandings of mathematics in comparison to understanding that is instrumental or procedural. Calls for reform of mathematics teaching have been the basis for a range of studies; responses to these calls have embraced innovative methods for implementing changes in learning and teaching of mathematics, sometimes rooted in constructivist ideology. Observed trends have been categorised in six groups. In many studies, technology is being used as an enabler of reforms. Constraints to implementing new approaches in mathematics teaching are indicated. Discussion of contemporary research questions that could be asked as a result of the shift towards teaching mathematics in innovative ways is provided and is followed by a critique of the underlying theoretical positions, essentially that of constructivism.

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School

  • Science

Department

  • Mathematics Education Centre

Citation

ABDULWAHED, M., JAWORSKI, B. and CRAWFORD, A., 2012. Innovative approaches to teaching mathematics in higher education: a review and critique. Nordic Studies in Mathematics Education, 17 (2), pp.49-68

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© Nationellt centrum för matematikutbildning

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  • VoR (Version of Record)

Publication date

2012

Notes

This article was published in the journal, Nordic Studies in Mathematics Education (NOMAD) and the definitive version is available at: http://ncm.gu.se/node/6622

Language

  • en

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