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Direct linkEstrella Johnson; Keith Weber; Timothy Patrick Fukawa-Connelly; Hamidreza Mahmoudian; Lisa Carbone – Educational Studies in Mathematics, 2025
In this paper, we discuss our experience in collaborating with mathematicians to increase their use of active learning pedagogy in a proof-based linear algebra course. The mathematicians we worked with valued using active learning pedagogy to increase student engagement but were reluctant to use active learning pedagogy due to time constraints.…
Descriptors: College Mathematics, Mathematics Education, Active Learning, Mathematics Instruction
Download full textWarli; Puji Rahayu; Imas Cintamulya – Mathematics Teaching Research Journal, 2025
This study aimed to describe students' ability to arrange proof of abstract algebra problems (Subgroups) after receiving Information Technology (IT)-assisted scaffolding materials. To achieve this objective, we conducted exploratory qualitative research with students of Mathematics Education, Universitas PGRI Ronggolawe Tuban, participating in the…
Descriptors: Mathematics, Algebra, Validity, Mathematical Logic
Valentin A. B. Küchle; John P. Smith III; Jihye Hwang; Reshma Menon – International Journal of Mathematical Education in Science and Technology, 2025
'Group work' is a vague description of an instructional activity, because many factors shape its character and effect on students. One important factor is group formation, that is, how groups are formed by the instructor. In this paper, we sought to better understand the variation of group work with respect to group formation by addressing: How do…
Descriptors: College Faculty, Mathematics Teachers, Mathematics Instruction, Teaching Methods
