اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدProblem-based learning and teacher training in mathematics
123
0
0.0
(
0
)
تأليف
Marina Cazzola
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
Problem-based learning (PBL) is a constructivist learner-centered instructional approach based on the analysis, resolution and discussion of a given problem. It can be applied to any subject, indeed it is especially useful for the teaching of mathematics. When compared to traditional teaching, the PBL approach requires increased responsibility for the teachers (in addition to the presentation of mathematical knowledge, they need to engage students in gathering information and using their knowledge to solve given problems). It thus become crucial that the future teachers become aware of its effectiveness. One of the main obstacle to this awareness lies usually on the fact that future teachers did not find this methodology in their own pre-service training. In this paper we will describe the attempt to introduce PBL in University courses so to have future maths teacher experience mathematics themselves.
قيم البحث
اقرأ أيضاً
Career opportunities for PhDs in the mathematical sciences have never been better. Traditional faculty positions in mathematics departments in colleges and universities range from all teaching to combined teaching and research responsibilities. Beyon
d those, a wide array of careers has now opened up to freshly minted graduates, in academics, industry, business, and government. It is well-understood that these all require somewhat different preparations for PhDs to be competitive. This commentary compares and contrasts mathematics graduate programs with Ph.D. programs in the life and biomedical sciences, which are structured in a way that allows considerable customization around each students career goals. While these programs may not be appropriate templates for the mathematical sciences, they have some features that might be informative. This commentary is intended to add perspective to the ongoing discussion around PhD training in the mathematical sciences. It also provides some concrete proposals for changes.
This is an expanded version of my review of Nina Engelhardts book Modernism, Fiction and Mathematics, Edinburgh University Press 2018. A considerably shortened version will appear in the Notices of the AMS.
We survey recent results on the mathematical stability of Bitcoin protocol. Profitability and probability of a double spend are estimated in closed form with classical special functions. The stability of Bitcoin mining rules is analyzed and several t
heorems are proved using martingale and combinatorics techniques. In particular, the empirical observation of the stability of the Bitcoin protocol is proved. This survey article on the mathematics of Bitcoin is published by the Newsletter of the European Mathematical Society, vol.115, 2020, p.31-37. Continuation of arXiv:1601.05254 (EMS Newsletter, 100, 2016 p.32).
We give a purely mathematical interpretation and construction of sculptures rendered by one of the authors, known herein as Fels sculptures. We also show that the mathematical framework underlying Fergusons sculpture, {it The Ariadne Torus}, may be c
onsidered a special case of the more general constructions presented here. More general discussions are also presented about the creation of such sculptures whether they be virtual or in higher dimensional space.
New understandings of the functioning of human brains engaged in mathematics raise interesting questions for mathematics educators. Novel lines of research are suggested by neuroscientific findings, and new light is shed on some longstanding issues in mathematics education.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
