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James S. Wolper – International Journal of Mathematical Education in Science and Technology, 2024
Adjusting the Calculus I curriculum by putting modelling and differential equations literally at its centre leads to a better-organised and better-motivated course. The biggest change is including a section on "qualitative" and "numerical" solutions to ordinary differential equations between the customary sections on…
Descriptors: Mathematics Instruction, Teaching Methods, Advanced Courses, Calculus
Belbase, Shashidhar; Mainali, Bhesh Raj; Kasemsukpipat, Wandee; Tairab, Hassan; Gochoo, Munkhjargal; Jarrah, Adeeb – International Journal of Mathematical Education in Science and Technology, 2022
The purpose of this study was to examine the current state of integrated science, technology, engineering, arts, and mathematics (STEAM) education. We conducted an extensive review of the literature, followed by document analysis to construct concepts and themes associated with prospects, priorities, processes, and problems of STEAM education. The…
Descriptors: STEM Education, Art Education, Literature Reviews, Integrated Curriculum
Pocalana, Gabriella; Robutti, Ornella; Liljedahl, Peter – International Journal of Mathematical Education in Science and Technology, 2023
This study investigates teachers' beliefs about the inquiry-based learning approach in mathematics. In particular, as the first research problem, it addresses teachers' beliefs about the appropriateness of inquiry activities for all students, after three years of attendance in a professional development programme, focused on inquiry. As a second…
Descriptors: Inquiry, Active Learning, Faculty Development, Mathematics Instruction
Mesa, Vilma; White, Nina J. – International Journal of Mathematical Education in Science and Technology, 2022
We investigate aspects of reform enacted in 66 class observations from 18 institutions collected as part of the National Study of University Calculus in the US. We examined four aspects related to how problems were solved in class: the extent of student involvement, the representations and technology used, and specific features of the problems…
Descriptors: Calculus, Educational Change, Teaching Methods, Mathematics Instruction
Patrick B. Johnson; Nathalia Holtzman; Eva Fernandez – International Journal of Mathematical Education in Science and Technology, 2025
Two groups of mathematics faculty, one from a four-year college and one from a two-year college, redesigned their respective introductory college mathematics courses following presentation of observational data regarding how faculty had been teaching the courses. This presentation emphasised how infrequently faculty teaching introductory college…
Descriptors: Introductory Courses, Mathematics Instruction, College Mathematics, College Faculty
Tran, Dung; Nguyen, Duyen Thi; Nguyen, An Thi Tan; Nguyen, Giang-Nguyen Thi; Ta, Phuong Minh – International Journal of Mathematical Education in Science and Technology, 2020
To address the upcoming reform curriculum initiative following competency-based learning in Vietnam, this study examines how variations of a contextualized task allow students to experience the mathematical modelling process. We explore how Grade 10 students respond to tasks with different levels of authenticity when they first attempt such tasks.…
Descriptors: Educational Change, Curriculum Development, Mathematics Instruction, Mathematical Models
Sevimli, Eyup – International Journal of Mathematical Education in Science and Technology, 2016
This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…
Descriptors: Lecture Method, Conventional Instruction, Educational Change, Content Analysis
Grant, Melva R.; Crombie, William; Enderson, Mary; Cobb, Nell – International Journal of Mathematical Education in Science and Technology, 2016
Access to advanced study in mathematics, in general, and to calculus, in particular, depends in part on the conceptual architecture of these knowledge domains. In this paper, we outline an alternative conceptual architecture for elementary calculus. Our general strategy is to separate basic concepts from the particular advanced techniques used in…
Descriptors: Algebra, Mathematical Formulas, Calculus, High Schools
Pfannkuch, Maxine; Regan, Matt; Wild, Chris; Budgett, Stephanie; Forbes, Sharleen; Harraway, John; Parsonage, Ross – International Journal of Mathematical Education in Science and Technology, 2011
This article sets out some of the rationale and arguments for making major changes to the teaching and learning of statistical inference in introductory courses at our universities by changing from a norm-based, mathematical approach to more conceptually accessible computer-based approaches. The core problem of the inferential argument with its…
Descriptors: Introductory Courses, Statistical Inference, Probability, Inferences
Begg, Andy – International Journal of Mathematical Education in Science and Technology, 2011
In this article, I present some "axioms" that relate to undergraduate mathematics education. When I first heard the word axiom, it was defined as a "self-evident truth"; but an axiom is not a truth, it is a subjective assumption on which an argument or proof can be based. My purpose in presenting these axioms is to stimulate debate about…
Descriptors: Undergraduate Study, College Mathematics, Mathematics Education, Educational Change
Divjak, B.; Erjavec, Z. – International Journal of Mathematical Education in Science and Technology, 2008
In this article, changes in "Mathematics for Informatics" at the Faculty of Organisation and Informatics in the University of Zagreb are described, and correlated with students pass rates. Students at the Faculty work in an interdisciplinary field, studying Informatics within a business context. The main reason for introducing the…
Descriptors: Higher Education, Information Science, Foreign Countries, Mathematics Achievement

Rasmussen, Chris L.; King, Karen D. – International Journal of Mathematical Education in Science and Technology, 2000
Reports on ongoing developmental research efforts to adapt the instructional design perspective of Realistic Mathematics Education (RME) to learning and teaching of collegiate mathematics using differential equations as a specific case. Focuses on the RME design heuristic of guided reinvention as a means to locate the starting point for an…
Descriptors: Calculus, College Mathematics, Differential Equations, Educational Change

Keynes, Harvey B.; Olson, Andrea M. – International Journal of Mathematical Education in Science and Technology, 2000
Discusses the progress and challenges of a new reformed calculus sequence for science, engineering, and mathematics students developed by the Institute of Technology Centre for Educational Programs and School of Mathematics at the University of Minnesota. Compares achievement and retention of Initiative students with a control group from a…
Descriptors: Calculus, Educational Change, Higher Education, Mathematics Achievement

Christiansen, B. – International Journal of Mathematical Education in Science and Technology, 1975
In this paper, prepared for a European conference on mathematics education in the 1980's, the author addresses the questions of the nature of mathematics and of mathematics education. From these discussions he derives a set of goals, and describes the relationships of various political and scientific phenomena to them. (SD)
Descriptors: Decision Making, Educational Change, Evaluation Methods, International Education

Pesonen, Martti E.; Malvela, Taina – International Journal of Mathematical Education in Science and Technology, 2000
Describes changes that are being made in mathematics teachers' subject studies in order to provide students with sufficiently deep knowledge of mathematics and science and with present-day expertise in their profession as teachers. Provides an abstract algebra course as the ultimate example of a pedagogical experiment where co-operative learning…
Descriptors: Algebra, Educational Change, Foreign Countries, Higher Education