Mathematics Courses Research Articles

A Bibliometric Analysis of Trends and Keywords in Assessing Students’ Preparedness for Mathematics Courses

This study offers a comprehensive bibliometric analysis aimed at uncovering research trends and the evolution of keywords in the field of assessing students’ preparedness for Mathematics courses. Data were sourced from the Scopus database, focusing on English-language articles published between 1932 and 2023, excluding current-year publications. A total of 1,703 articles were initially retrieved, with 1,362 meeting the inclusion criteria for further analysis. These articles were systematically examined to identify patterns among leading countries, authors, and journals. The study categorizes the evolution of key topics into four distinct phases: the Initial phase (1933-1983), the Development phase 1 (1984-2003), the Development phase 2 (2004-2013) and the Exploration phase (2014-2023). The findings highlight that the United States leads global contributions, representing 49.34% of the total publications, with Enno Ed Koehn standing out as the most influential author in this domain. The International Journal of Mathematical Education in Science and Technology was identified as the most productive journal, publishing 38 articles with a total of 669 citations. Furthermore, the analysis revealed a remarkable growth in keyword co-occurrences, expanding from 64 keywords to 4,011 over the past 90 years. These findings provide valuable insights for researchers by highlighting existing research gaps in citation metrics, collaboration among leading countries and academic institutions, prominent authors, leading journals, popular subject areas and keywords co-occurrence trends and evolution. This study thus serves as a vital resource for shaping future research strategies and encouraging collaborative efforts within the field.

Communication Activities with Indigenous Content for Enhancing Speaking Skills of Undergraduate Students in ESL Classroom

This paper aims to study and equate the oral or verbal ability of the second-year students of B.Sc., Physics and Mathematics courses of Thiagarajar College, Madurai, by using three communication activities with indigenous content and also to analyze the learners' attitude during the period. The students are exposed to a learner-centered classroom that demands communication activities. This study uses communication activities with indigenous content. It is an experimental single-group pretest and posttest design. The subjects are forty-five students of second-year Physics and Mathematics courses. The quantitative data are obtained from speaking assessments and the attitude of learners. The research instruments consist of lesson plans, an oral communication competence test and an attitude questionnaire. In addition, this paper finds that these three activities, namely the Picture Description, Description of Video Clip and Asking and Answering Questions with indigenous components, could enhance the speaking ability of the undergraduate students and their attitude towards learning speaking skills in English. This study recommends that the second language teacher should focus on activities to enrich the learners' active vocabulary by providing indigenous content for better interaction and oral competence so that the teacher can deal with the second language classroom with communication activities with the native material.

First-year engineering students’ affective behavior about mathematics in relation to their performance

The present study examines the first-year engineering students’ attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students’ performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.

Improving Attitude toward Engagement in a Biology Course of Mathematics and Computer Science Students through the Active Learning Integration Approach: A Case Study in a Thai Science High School

Improving Attitude toward Engagement in a Biology Course of Mathematics and Computer Science Students through the Active Learning Integration Approach: A Case Study in a Thai Science High School

Integration of Self-Learning and Assessment Activities Using STACK in a Course of Mathematics in Engineering

Integration of Self-Learning and Assessment Activities Using STACK in a Course of Mathematics in Engineering

ПРОФЕССИОНАЛЬНАЯ НАПРАВЛЕННОСТЬ КУРСА МАТЕМАТИКИ В ТЕХНИЧЕСКОМ ВУЗЕ

One of the main tasks facing the University is the training of highly qualified specialists with established professional and universal competencies. The solution of such an important and complex task is possible only in close cooperation of individual university structures working to achieve a common goal. The article deals with the issues of teaching mathematics at a technical university, given the multidisciplinary nature of the training of future bachelors, masters, a special approach is needed to the methodology of presenting a certain course of mathematics for a particular specialty. It is the professional orientation of the discipline taught that will help to prepare good specialists who are in demand in the labor market. The above study summarizes many years of experience in this area, highlights certain components in the formation of professional competencies, including in mathematics classes. The article analyzes the organizational, substantive and methodological components of a professionally oriented mathematics course. An overview of various methods of developing interest in the subject, the motivational component of the learning process, and examples of individual tasks in different areas of student training are given.

Strategies for Improving the Teaching Quality of Higher Mathematics Course under the Background of New Engineering

Strategies for Improving the Teaching Quality of Higher Mathematics Course under the Background of New Engineering

The Influence of an Interactive Learning Model Based on the PDEODE Strategy with Cloud Technology on Students’ Self-Regulation in Mathematics Learning

Self-regulation is playing a key role in cognitive learning and coping activities. This study implemented an interactive learning model based on the Predict-Discuss-Explain-Observe-Discuss-Explain (PDEODE) strategy using cloud technology as an instructional approach to examine its impact on undergraduate students’ self-regulation in mathematics learning. The sample comprised 60 undergraduate students who participated in a set theory course. A randomized control group pre-test–post-test design was utilized. The 30 students in the experimental group engaged in an interactive learning model based on the PDEODE strategy with cloud technology and the 30 in the control group followed the conventional method. The research instruments were the instruction plan and a scale assessing self-regulation in learning mathematics. The data were analyzed with a descriptive analysis, normalized gain (n-gain), and the t-test. The findings confirmed that the mean self-regulation score in the experiment group exceeded the criterion of 60% and was statistically significant at the 0.05 level. The experiment group achieved a higher improvement level in self-regulation compared to the control group. In addition, there were statistically significant differences between the two groups in the mean post-test scores of self-regulation in favor of the experimental group at the 0.05 level. The results indicate that the method proposed has a positive effect and could be adopted as an approach to reflect on self-regulation in learning for undergraduate students in the context of mathematics courses. The PDEODE strategy, particularly when supported by cloud technology, promotes students’ participation through more collaborative activities, unlike learning practices that rely on memorization.

DESIGN OF EDUCATIONAL TOOL ON THE SUBJECT “EQUATIONS AND SYSTEMS OF EQUATIONS” FOR THE SCHOOL MATHEMATICS COURSE

DESIGN OF EDUCATIONAL TOOL ON THE SUBJECT “EQUATIONS AND SYSTEMS OF EQUATIONS” FOR THE SCHOOL MATHEMATICS COURSE

Special tutorials to support pre-service mathematics teachers learning differential equations and mathematical modelling

Special tutorials both online and off-line were experimented in order to provide extra support for the senior pre-service mathematics teachers at an Australian regional university to improve their learning experience and achieve the best possible learning outcomes in an advanced mathematics course focusing on solving ordinary differential equations and applying mathematical modelling. Two types of special tutorials were offered to the students, the progressive tutorials on solving the same problem with different methods according to the learning progression and student’s instant requests, and the targeted tutorials to address the common problems shared by many students in attempting questions in the formal assessments. The experiments on these special tutorials indicated that the targeted tutorials were immensely useful for the students to either expand the scientific knowledge related to a real-world scenario described by words so as to begin problem solving with correct setting-ups or streamline multiple mathematical processes together to solve a complicated real-world problem described in words. This approach motivated most students to achieve their best possible learning outcomes. The progressive tutorials were effective in addressing student’s curiosity of solving the same problem by multiple techniques and hence improving student’s mathematical thinking and problem-solving skills in general. This exploratory study also found that there were common problems with a lack of general science knowledge and retention of the previously learnt mathematical techniques among most students. There also existed a portion of students who showed no interest in engaging with learning regardless of how much extra learning support provided to them.

Construction and Application of Superstar Network Learning Platform for Advanced Mathematics Course

Construction and Application of Superstar Network Learning Platform for Advanced Mathematics Course

Practice and Discussion on Teaching Reform of Liberal Arts Mathematics Course in Administrative Management Major—Taking Jiangxi University of Science and Technology as an Example

Practice and Discussion on Teaching Reform of Liberal Arts Mathematics Course in Administrative Management Major—Taking Jiangxi University of Science and Technology as an Example

Integration of Engineering Application Examples in Mathematics Courses

Integration of Engineering Application Examples in Mathematics Courses

Instructional Decision Making in a Gateway Quantitative Reasoning Course

Many educators and professional organizations recommend Quantitative Reasoning as the best entry-level postsecondary mathematics course for non-STEM majors. However, novice and veteran instructors who have no prior experience in teaching a QR course often express their ignorance of the content to choose for this course, the instruction to offer students, and the assessments to measure student learning. We conducted a case study to investigate the initial implementation of an entry-level university quantitative reasoning course during fall semester, 2018. The participants were the course instructor and students. We examined the instructor’s motives and actions and the students’ responses to the course. The instructor had no prior experience teaching a QR course but did have 15 years of experience teaching student-centered mathematics. Data included course artifacts, class observations, an instructor interview, and students’ written reflections. Because this was a new course—and to adapt to student needs—the instructor employed his instructional autonomy and remained flexible in designing and enacting the course content, instruction, and assessment. His instructional decision making and flexible approach helped the instructor tailor the learning activities and teaching practices to the needs and interests of the students. The students generally appreciated and benefited from this approach, enjoyed the course, and provided positive remarks about the instructors’ practices.

The Automathography: A Humanistic Autobiographical Writing Assignment for Mathematics Courses

The Automathography: A Humanistic Autobiographical Writing Assignment for Mathematics Courses

Research on Teaching Quality Evaluation Model of Higher Mathematics Based on Hierarchical Analysis Approach

Abstract The teaching quality of higher mathematics courses plays a pivotal role in the cultivation of students’ quality and the improvement of their abilities. In this paper, information entropy is added to the hierarchical analysis method to improve it and then combined with the fuzzy synthesis method to construct a model for evaluating the quality of mathematics teaching. The higher mathematics teaching course at a university is selected as the research object, and the constructed model for evaluating the quality of higher mathematics teaching is applied to the teaching of higher mathematics in classrooms. The evaluation index system for higher mathematics teaching quality is established by combining relevant literature, and the improved AHP is used for weighting. Then, the index data is collected through questionnaires to analyze the differences and assess the teaching quality of different genders and majors and then to propose strategies to improve the teaching quality of higher mathematics. The significant effects of teaching methods (0.184), teaching effectiveness (0.176), and teaching content (0.170) on the teaching quality of higher mathematics were revealed. The quality of teaching higher mathematics in the sample universities is located at a good level with scores between 8 and 9 on each evaluation index, with the best performance of 8.934 for teaching content. The evaluation model for higher mathematics teaching quality established by the research has validity and feasibility.

Language demands in undergraduate mathematics courses

This study examines language demands in undergraduate university mathematics classes with a view to better preparing and supporting international and other culturally and linguistically diverse (CLD) students in the United States universities. We observed and analyzed the language demands of 13 entry-level mathematics classes across two large universities. Findings showed that mathematics instruction required extensive and varied listening skills requiring students to listen to long and uninterrupted stretches of sometimes fast paced speech. Technical vocabulary contributed to the language demands, but instructors used both academic and colloquial varieties of language in instruction, interweaving mathematical nouns with phrasal verbs to explain mathematical processes. We suggest a greater focus on development of academic listening skills in English language classes as well as potential collaboration with mathematics campus resources and faculty for additional student support for preparing CLD students for potential future discourse practices.

A guidebook for the integration of financial literacy to mathematics courses

A guidebook for the integration of financial literacy to mathematics courses

Mathematics teachers’ perceptions on general pedagogical knowledge for teaching pre-engineering students

This study sought to investigate university mathematics teachers’ perceptions on their general pedagogical knowledge (GPK) while teaching an applied mathematics course tailored for pre-engineering students at a public university in Ethiopia. Using a case study approach, data were collected through a Likert-scale questionnaire and semi-structured interviews. Five mathematics teachers were selected using purposive sampling to investigate into their perceptions about their capabilities and the teaching methodologies they used. Quantitative data were analyzed using SPSS statistics 22, while qualitative data were analyzed thematically. Teachers exhibited diverse levels of GPK. On average, the study revealed that the teachers held a positive self-assessment of their GPK. While some teachers were assured of their skills, others felt they needed more professional development in this domain. The findings of the study suggest that teachers’ perceptions on GPK are pivotal for understanding the professional development requirements of mathematics teachers, thereby guiding endeavors to enhance undergraduate mathematics instruction.

Blended Teaching Method Using Self-Made Video and Dropbox Platform

Students nowadays, particularly Generation Z and Alpha, tend to lose interest and drop out of class when they are only exposed to lectures and PowerPoint presentations. This traditional technique has limits concerning restricted time due to the syllabus. The lecturers must compete to complete it and cannot repeat if students do not attend class to prevent disrupting the learning schedule. Given the extent to which technology was employed during the COVID-19 pandemic, utilizing blended learning to solve the issue would be a prudent choice. Thus, the main objective of this project is to apply blended learning, wherein the lecturer records and uploads instructional videos on the online platform, Dropbox after in-person classes. The self-made teaching videos link will be shared with the students via WhatsApp after the face-to-face learning session ends. 108 Diploma and Degree students who enrolled in Business Mathematics course from Universiti Sultan Zainal Abidin, Terengganu, Malaysia were involved with this teaching method. Through the use of this blended learning strategy, over fifty per cent of the students were able to retain and improve their final exam grades. The students were expressed their satisfaction on this contemporary learning approach by giving high rating for the evaluation teaching course. This project proved that self-made videos as teaching materials and Dropbox as a sharing medium are one of the most effective choices for making learning more comprehensive and accessible. The shortcomings of traditional learning can be addressed by combining in-person instruction with instructional videos. This teaching method should be applied to other courses to ensure its efficacy across a broader range.