FINAL REVISED article for PUBLICATION_IJRUME -- Repository (1).pdf (737.3 kB)
Undergraduate mathematics teaching in first year lectures: can it be responsive to student learning needs?
journal contribution
posted on 2020-07-13, 13:27 authored by Georgia Petropoulou, Barbara Jaworski, Despina Potari, Theodossios ZachariadesThis 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 EducationVolume
6Issue
3Pages
347 - 374Publisher
SpringerVersion
- AM (Accepted Manuscript)
Rights holder
© Springer Nature Switzerland AGPublisher 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
2020-01-14Publication date
2020-04-30Copyright date
2020ISSN
2198-9745eISSN
2198-9753Publisher version
Language
- en
Depositor
Prof Barbara Jaworski. Deposit date: 9 July 2020Usage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC