This article presents several activities suitable for a transition to proofs course. In addition, this article surveys literature in support of active learning in the transition to proofs course and discusses how these activities have been successfully implemented in one such course.

This research contributes to the need to identify and expand learning environments that encourage undergraduate students to develop collaborative work skills and apply their classroom knowledge to solve real-world problems. Using qualitative methods, we examine the effects of the interaction between two teams of students when solving a…

Students often perceive mathematics as a challenging and abstract subject, leading to disengagement and anxiety. To address these challenges, educators have increasingly turned to math games as a pedagogical tool to make learning more interactive and enjoyable. This paper explores the potential of math games, particularly Bachet's game, as…

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new "Engaged Mathematics Labs" in which professors and teaching…

The first calculus course in the province of Quebec (Canada) is taught in the first year of college (17-18 year-old students) before university. Statistics show that this course is the most difficult one for students at the collegial level and that it prompts many to drop out of school. The literature has highlighted the cognitive problems…

This article investigates alternative ways doing of mathematics in an Early Childhood Education Teacher Programme using aesthetic forms of expression, the body and reflections on ethics, gender and responsibilities in the transition from student teacher at university to a qualified preschool teacher of children aged 4-5 years. The purpose of the…

Team-Based Learning (TBL) is a cooperative learning strategy blending elements of flipped learning, inquiry-based learning, and problem-based learning. Although used quite frequently in other disciplines, use of this strategy in mathematics has been limited. In this article, we describe how TBL can be implemented in math courses with adherence to…

In this article, the author describes a task given to pre-service secondary school mathematics teachers. By exposing them to a relatively simple mathematics process, it was hoped that their ability to plan and implement lessons for their own students would be enhanced.

In this paper we present the results of an investigation related to the developing of mathematical knowledge and skills by first semester university students when solving a Model Eliciting Activity [MEA] which involves quadratic function knowledge. This was a qualitative research. The theoretical framework was Models and Modeling Perspective…

We discuss two proof evaluation activities meant to promote the acquisition of learning behaviors of professional mathematics within an introductory undergraduate proof-writing course. These learning behaviors include the ability to read and discuss mathematics critically, reach a consensus on correctness and clarity as a group, and verbalize what…

Collaborative learning involves fluctuations in how students participate in social interaction and how they engage in interactions that are cognitive (e.g., sharing knowledge, monitoring learning) and more socio-emotional (e.g., encouragement, positive appraisal) in nature. Few studies have investigated how participation in social interaction…

The objective of this research is to study the "Scratch" programming language as a didactic tool to teach functions. The introduction of didactic tools allowing comprehension in simple and attractive ways is required. Given the traditional teaching/learning system, it is necessary to organize participatory and collaborative dynamic…

This paper presents the design and analysis of a Model-Eliciting Activity (MEA), which aims to support the refinement of the conceptual system associated with directly proportional distribution problems (example: linear function, percentage, proportion, variation, etc.). The situation explores a context that is close to the student, encouraging…

The aim of the study was to plan and implement teaching activities for the development of mathematical literacy and evaluate the reflective interviews of pre-service elementary school teachers on developing a mathematics activity for mathematical literacy. Accordingly, the study was conducted in embedded design, one of the mixed method research…

Collaboration scripts and heuristic worked examples are effective means to scaffold university freshmen's mathematical argumentation skills. Yet, which collaborative learning processes are responsible for these effects has remained unclear. Learners presumably will gain the most out of collaboration if the collaborators refer to each other's…