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CERME 10 - TWG14: University mathematics education
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Papers and posters
Alejandro S. González-Martin, Irene Biza, Jason Cooper, Imène Ghedamsi, Thomas Hausberger, et al.. Introduction to the papers of TWG14: University mathematics education.
CERME 10
, Feb 2017, Dublin, Ireland. pp.1953-1960.
⟨hal-01942087⟩
Aaltje Berendina Aaten, Johan Deprez, Gerrit Roorda, Martin Goedhart. Undergraduates’ reasoning while solving integration tasks: Discussion of a research framework.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01942084⟩
Marinos Anastasakis, Carol Robinson, Stephen Lerman. A categorisation of the resources used by undergraduates when studying mathematics.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941660⟩
Chiara Andrà. An analysis of freshmen engineering students’ notes during a preparatory mathematics course.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941659⟩
Amalia-Christina Bampili, Theodossios Zachariades, Charalampos Sakonidis. The transition from high school to university mathematics: A multidimensional process.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941656⟩
Irene Biza. “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941655⟩
Ignasi Florensa, Marianna Bosch, Josep Gascón, Noemí Ruiz-Munzon. Teaching didactics to lecturers: A challenging field.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941653⟩
Laura Branchetti. High school teachers’ choices concerning the teaching of real numbers: A case study.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941650⟩
Faïza Chellougui. Proof and formalism: The role of letters’ logical status.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941648⟩
Jason Cooper, Orit Zaslavsky. A mathematics educator and a mathematician co-teaching mathematics – Affordances for teacher education.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941647⟩
Lynn Farah. The organization of study in French business school preparatory classes.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941365⟩
Aurora Fernández-León, Rocío Toscano-Barragán, José María Gavilán-Izquierdo. How mathematicians conjecture and prove: An approach from mathematics education.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941364⟩
Frank Feudel. Students’ interpretation of the derivative in an economic context.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941363⟩
Helge Fredriksen, Said Hadjerrouit, John Monaghan, Ragnhild J.Rensaa. Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941361⟩
Imène Ghedamsi. A micro-model of didactical variables to explore the mathematical organization of complex numbers at upper secondary level.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941358⟩
Alejandro S. González-Martin, Gisela Hernandes Gomes. How are Calculus notions used in engineering? An example with integrals and bending moments.
CERME 10
, Feb 2017, Dubln, Ireland.
⟨hal-01941357⟩
Erik Hanke, Ingolf Schäfer. Students’ view of continuity: An empirical analysis of mental images and their usage.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941355⟩
Ninni Marie Hogstad, Ghislain Maurice Norbert Isabwe. Using the theory of instrumental genesis to study students’ work with a digital tool for applying integrals in a kinematic simulation.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941354⟩
Marios Ioannou. Investigating the discursive shift in the learning of Group Theory: Analysis of some interdiscursive commognitive conflicts.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941352⟩
Barbara Jaworski, Despina Potari, Georgia Petropoulou. Theorising university mathematics teaching: The teaching triad within an activity theory perspective.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941348⟩
Julie Jovignot, Thomas Hausberger, Viviane Durand-Guerrier. Praxeological analysis: The case of ideals in Ring Theory.
CERME 10
, Feb 2017, Dublin, Ireland. pp.2113-2120.
⟨hal-01941346⟩
Kristina Juter. University students’ understandings of concept relations and preferred representations of continuity and differentiability.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941345⟩
Birgit Griese, Michael Kallweit. Engineering mathematics between competence and calculation.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941344⟩
Eivind Kaspersen, Birgit Pepin, Svein Arne Sikko. The association between engineering students’ self-reported mathematical identities and average grades in mathematics courses.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941342⟩
Margo Kondratieva, Carl Winsløw. A praxeological approach to Klein’s plan B: Cross-cutting from calculus to Fourier analysis.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941341⟩
Jörg Kortemeyer, Rolf Biehler. The interface between mathematics and engineering – problem solving processes for an exercise on oscillating circuits using ordinary differential equations.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941338⟩
Ronja Kürten. Self-efficacy of engineering students in the introductory phase of studies.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941336⟩
Thomas Lecorre. Q² game used in a task design of the double quantification.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941334⟩
Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Niclas Schaper, Christiane Kuklinski, et al.. A framework for goal dimensions of mathematics learning support in universities.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941332⟩
Tobias Mai, Frank Feudel, Rolf Biehler. A vector is a line segment between two points? - Students’ concept definitions of a vector during the transition from school to university.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941328⟩
Ofer Marmur, Boris Koichu. What can calculus students like about and learn from a challenging problem they did not understand?.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941325⟩
Maria Meehan, Ann O'Shea, Sinead Breen. “What you see and don’t see, shapes what you do and don’t do”: Noticing in first year mathematics lectures.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941322⟩
Regina Ovodenko, Pessia Tsamir. To be or not to be an inflection point.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941320⟩
Alon Pinto. Math teaching as jazz improvisation: Exploring the ‘highly principled but not determinate’ instructional moves of an expert instructor.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941319⟩
Juliane Püschl. Identifying discussion patterns of teaching assistants in mathematical tutorials in Germany.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941317⟩
Pierre-Vincent Quéré. French engineers' training and their mathematical needs in the workplace: Interlinking tools and reasoning.
Tenth Congress of the European Mathematical Society for Research in Mathematics Education
, Feb 2017, Dublin, Ireland.
⟨hal-01941315⟩
Ragnhild Johanne Rensaa. Approaches to learning of linear algebra among engineering students.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941314⟩
Kirsten Schmitz, Ingolf Schäfer. Access to conceptual understanding – Summer courses for linear algebra and analysis after the first semester.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941312⟩
Sepideh Stewart, Clarissa Thompson, Noel Brady. Navigating through the mathematical world: Uncovering a geometer’s thought processes through his handouts and teaching journals.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941311⟩
Athina Thoma, Elena Nardi. Discursive shifts from school to university mathematics and lecturer assessment practices: Commognitive conflict regarding variables.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941310⟩
Olov Lui Viirman, Elena Nardi. From ritual to exploration: The evolution of biology students’ mathematical discourse through mathematical modelling activities.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941308⟩
Megan Wawro, Kevin Watson, Warren Christensen. Meta-representational competence with linear algebra in quantum mechanics.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941306⟩
Inen Akrouti, Sassi Haddad. The impact of the teacher’s choices on students’ learning: The case of Riemann integral in the first year of preparatory classes.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941305⟩
Anna-Maria Schwarz, Matthias Brandl, Tobias Kaiser, Andreas Datzmann. Interactive mathematical maps for de-fragmentation.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941304⟩
Anthony Cronin, Maria Meehan. In what ways do lecturers receive and use feedback from large first year mathematics classes?.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941302⟩
Irene M. Duranczyk, Vilma Mesa, Nidhi Kohli, April Strom, Laura Watkins. Measuring gains in knowledge within algebra instruction at community colleges: Assessing the efficacy of the Algebra Pre-Calculus Readiness (APCR) test.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01941300⟩
Fatma Fattoum, Raja Tanazefti, Imène Ghedamsi. Reflection on didactical design for action: The cases of the convergence of sequences and of complex numbers.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940060⟩
Diarmaid Hyland, Paul van Kampen, Brien Nolan. Investigating students’ difficulties with differential equations in physics.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940059⟩
Mitsuru Kawazoe, Masahiko Okamoto. A practical study of a design of university mathematics courses for humanities and social sciences students.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940058⟩
Hichem Khechine, Alejandro S. González-Martín. Connections between approximating irrationals by a sequence of rationals and introducing the notion of convergence.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940057⟩
Igor Kontorovich. Unconventional didactical choices for the benefit of course instruction: A glimpse into a lecturer’s decision-making.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940055⟩
Rahim Kouki, Yassine Hachaïchi. Polynomial approximation: From history to teaching.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940054⟩
Tore Alexander Forbregd, Magdalini Lada. The flipped learning model in teaching abstract algebra.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940052⟩
Angélica Moreno-Durazo, Ricardo Cantoral. Mathematics and medicine: The socioepistemological roots of variation.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940050⟩
Mária Slavíčková. Developing conceptual knowledge by using ICT on mathematics lessons.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940049⟩
Peter Stender. Heuristic strategies in mathematics teacher education.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940048⟩
Thomas Stenzel. Supporting university freshmen – an intervention to increase strategic knowledge.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940046⟩
Evangelia Triantafyllou, Olga Timcenko. Teaching mathematics to non-mathematicians: The case of media technology undergraduate students.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940045⟩
Stephanie Treffert-Thomas. Getting into university: From foundation to first year engineering.
CERME 10
, Feb 2017, Dublin, Ireland.
⟨hal-01940044⟩