Seeing Things from Others' Points of View: Collaboration in Undergraduate Mathematics

Autor/inn/en	Oates, Greg; Paterson, Judy; Reilly, Ivan; Woods, Grant
Titel	Seeing Things from Others' Points of View: Collaboration in Undergraduate Mathematics
Quelle	In: PRIMUS, 26 (2016) 3, S.206-228 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1094683
Schlagwörter	Undergraduate Study; College Mathematics; Mathematics Instruction; Cooperative Learning; Teamwork; Qualitative Research; Statistical Analysis; Foreign Countries; Research Projects; Calculus; Introductory Courses; Small Group Instruction; Tutoring; Student Surveys; Questionnaires; Student Participation; Student Attitudes; Cross Cultural Studies; Canada; New Zealand + Suchen Sie Ihr Suchwort? Grundstudium; Mathematics lessons; Mathematikunterricht; Kooperatives Lernen; Qualitative Forschung; Statistische Analyse; Ausland; Forschungsvorhaben; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Einführungskurs; Förderkonzept; Nachhilfeunterricht; Schülerbefragung; Fragebogen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Cultural comparison; Kulturvergleich; Kanada; Neuseeland
Abstract	We report on three approaches taken to incorporate collaborative activities into undergraduate mathematics classes. There is strong evidence from research in K-12 classrooms that these, and similar, approaches support a range of positive learning outcomes for students. Despite the potential benefits the cited studies have shown, research into the use of such methods at the tertiary level is limited. We describe the ways in which we have implemented research projects, collaborative tutorials, and team-based learning in a range of undergraduate mathematics classes in two countries. We present quantitative and qualitative evidence from these teaching experiences to support our claim that there is a definite mandate for significant opportunities within our courses for students to work cooperatively, talk together, and argue about mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01