Observing mathematics teaching in three different countries: lessons learnt?
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N. Metje [1]
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[1] University of Birmingham
University of Birmingham
Reino Unido
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- Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 26, Nº. 3, 2007, págs. 145-154
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
It has been reported that the students’ level of mathematics when entering university has changed in recent years. A surprising number of students struggle with mathematics or have a mathematics anxiety. Although this was widely reported within the UK, there was some uncertainty if colleagues in other countries were experiencing the same challenges. Therefore, lectures in three countries were observed and the effects different educational backgrounds and cultures have on the students’ attitudes towards mathematics were determined. Experiences and ideas were exchanged and it became clear that the problems lecturers face in the UK with respect to teaching mathematics are in fact not limited to this country but that their approach to lecturing at university is different.
This article discusses the outcomes of analysing and observing mathematics taught in three different countries. Similarities and differences are presented, together with feedback on the success of implementing new ideas at Birmingham.
