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Learning from Lecture and Homework: The Case for Studying Intersections of Milieu
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Allison Dorko; John Paul Cook; Isaiah DeHoyos – Investigations in Mathematics Learning, 2023
In an online asynchronous vector calculus course, we observed exam answers solved with a formula from online homework instead of the formula from lecture. Our exploratory study investigated (1) why students learned from homework instead of lecture for this topic and (2) their epistemological frames (e-frames) for lecture and homework. Per (1),…
Descriptors: Mathematics Instruction, Homework, Calculus, Online Courses
Students' Epistemological Framing in Quantum Mechanics Problem Solving
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Modir, Bahar; Thompson, John D.; Sayre, Eleanor C. – Physical Review Physics Education Research, 2017
Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four…
Descriptors: Epistemology, Problem Solving, Quantum Mechanics, Physics
Advanced Mathematical Thinking and Students' Mathematical Learning: Reflection from Students' Problem-Solving in Mathematics Classroom
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Sangpom, Wasukree; Suthisung, Nisara; Kongthip, Yanin; Inprasitha, Maitree – Journal of Education and Learning, 2016
Mathematical teaching in Thai tertiary education still employs traditional methods of explanation and the use of rules, formulae, and theories in order for students to memorize and apply to their mathematical learning. This results in students' inability to concretely learn, fully comprehend and understand mathematical concepts and practice. In…
Descriptors: Mathematics, Mathematics Instruction, Mathematics Education, Teaching Methods
Proceedings of the 2019 Annual Meeting of the Canadian Mathematics Education Study Group = Actes de la Rencontre Annuelle 2019 du Groupe Canadien d'Étude en Didactique des Mathématiques (43rd, Antigonish, Nova Scotia, May 31-June 4, 2019)
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Holm, Jennifer, Ed.; Mathieu-Soucy, Sarah, Ed. – Canadian Mathematics Education Study Group, 2020
The 43rd meeting of Canadian Mathematics Education Study Group (CMESG) was held at St. Francis Xavier University in Antigonish, Nova Scotia (May 31-June 4, 2019). This meeting marked only the third time CMESG/GCEDM (Groupe Canadien d'Étude en Didactique des Mathématiques) had been held in Nova Scotia (1996, 2003), and the first time it had been…
Descriptors: Mathematics Education, Problem Based Learning, Teaching Methods, Postsecondary Education
Developing a Model to Support Students in Solving Subtraction
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Murdiyani, Nila Mareta; Zulkardi; Putri, Ratu Ilma Indra; van Eerde, Dolly; van Galen, Frans – Indonesian Mathematical Society Journal on Mathematics Education, 2013
Subtraction has two meanings and each meaning leads to the different strategies. The meaning of "taking away something" suggests a direct subtraction, while the meaning of "determining the difference between two numbers" is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and…
Descriptors: Subtraction, Mathematical Models, Mathematical Formulas, Problem Solving
Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (31st, Orlando, FL, 2008)
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Simonson, Michael, Ed. – Association for Educational Communications and Technology, 2008
For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and…
Descriptors: Professional Associations, Conferences (Gatherings), Communications, Research and Development