In "Maths for Business", a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the…

First-year engineering students often struggle to see the relevance of theoretical mathematical concepts for their future studies and professional careers. This is an issue, as students who do not see relevance in fundamental parts of their studies may disengage from these parts and focus their efforts on other subjects they think will be more…

This article describes the beliefs and their transformations of members of a cohort of early-childhood, elementary and middle-level pre-service teachers (PSTs) as they professionally develop. A typological analysis of both quantitative and qualitative data collected between August 2011 and May 2013 was utilized to categorize how 40 PSTs' beliefs…

This exploratory study examined how pre-service teachers (PSTs) pose mathematical problems for free and structured mathematical problem-posing conditions. It was hypothesized that PSTs would pose more complex mathematical problems under structured posing conditions, with increasing levels of complexity, than PSTs would pose under free posing…

The current study examines whether the engagement of mathematics teachers in modelling activities and subsequent changes in their conceptions about these activities affect their beliefs about mathematics. The sample comprised 52 mathematics teachers working in small groups in four modelling activities. The data were collected from teachers'…

Closed captioning of instructional videos is a topic that has not seen much discussion despite its importance for hearing-impaired students and recent legal ramifications if videos are not appropriately captioned. In particular, it is unclear what best practice in captioning videos should be to benefit all learners in disciplines such as…

The purpose of this study is to determine the effect of GeoGebra software on pre-service mathematics teachers' attitudes towards proof and proving and to determine pre-service teachers' pre- and post-views regarding proof. The study lasted nine weeks and the participants of the study consisted of 24 pre-service mathematics teachers. The study used…

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication…

This mixed-methods study describes classroom characteristics and student outcomes from university mathematics courses that are based in mathematics departments, targeted to future pre-tertiary teachers, and taught with inquiry-based learning (IBL) approaches. The study focused on three two-term sequences taught at two research universities,…

Learning to write formal mathematical proofs presents a major challenge to undergraduates. Students who have succeeded in algorithm-intensive courses such as calculus often find the abstract logic and nonprocedural nature of proof writing to be technically difficult, ambiguous and "filled" with potential errors and misconceptions. This…

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices…

The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics…

This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the student retained 14 months after the course and on what effect beliefs about mathematics had on the retention. We argue that if a student can quickly…

This paper reports on a research project which aims to improve prospective mathematics teachers' relational understanding and pedagogical beliefs for teaching in second-level Irish classrooms. Prospective mathematics teachers complete their teacher education training with varying pedagogical beliefs, and often little relational understanding of…

There is international dissatisfaction regarding the standard of mathematics subject matter knowledge (MSMK) evident among both qualified and prospective elementary teachers. Ireland is no exception. Following increasing anecdotal evidence of prospective elementary teachers in one Irish College of Education (provider of initial teacher education…