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Learning and teaching mathematics in the era of massification of higher education (CROSBI ID 583382)

Prilog sa skupa u zborniku | sažetak izlaganja sa skupa

Divjak, Blaženka Learning and teaching mathematics in the era of massification of higher education // Abstracts of 15th Scientific-professional Colloquium on Geometry and Graphics / Došlić, Tomislav ; Jurkin, Ema (ur.). Zagreb, 2011. str. 1-2

Podaci o odgovornosti

Divjak, Blaženka

engleski

Learning and teaching mathematics in the era of massification of higher education

Universities under conditions of massification are expected to meet requirements of diverse group of students, changing needs of employers, state, labor market and society as well as to fight competition in globalized educational market (2). Students’ needs are resulting from differentiated student populations in situation when universities move from an elite basis to a mass system of education. At the same time we witnessed a considerable waste of resources and talents. For example in Croatia only 10-15% of students graduate on time and annual graduation rates have never reached 50%. Along with this, mathematics is generally viewed as a “hard” subject and obstacle for access and retention and teachers of mathematics perceived as not ready and trained for new challenges. One of the prevailing strategies is avoidance of mathematics by study programs designers, decision makers when setting enrollment criteria and finally by students whenever they can. On the other hand teacher of mathematics are often insisting on traditional well established way in choosing mathematical content to teach in non-mathematical studies, teaching and learning methods, not distinguishing mathematical approaches and goals for different study programs and finally blaming students not to study hard enough. Therefore it is essential to share example of good practice among teachers of mathematics in higher education how to deal with it. Even there is no one universal formula, there are many teaching methods for teaching and learning mathematics available that incorporate activities that encourage student participation and change student attitudes towards mathematics. In many cases it means to incorporate real-world problems students could relate to and to see the value of mathematics in their personal experiences. Further, thoughtfully applied technology supported teaching and learning of mathematics (1) enhances learning mathematics and cooperative learning of mathematics in problem-based approach stimulate deeper mathematical understanding. Finally, to help students to learn mathematics institutions of higher education establish Mathematics Learning and Support Centers, introduce bridging courses and peer-to-peer support. References: 1.Divjak B., (2011). Chapter: Implementation of learning outcomes in mathematics for non-mathematics major by using e-learning in the book: Teaching Mathematics Online: Emergent Technologies and Methodologies ; Editor(s): A. A. Juan ; M. A. Huertas ; S. Trenholm ; C. Steegmann. 2.The European Higher Education Area: Perspectives on a Moving Target. (2009). Editor(s): B.M. Kehm ; J. Huisman ; B.Stensaker. Sense Publishers.

learning and teaching mathematics; higher education

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Podaci o prilogu

1-2.

2011.

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objavljeno

Podaci o matičnoj publikaciji

Abstracts of 15th Scientific-professional Colloquium on Geometry and Graphics

Došlić, Tomislav ; Jurkin, Ema

Zagreb:

Podaci o skupu

15th Scientific-professional Colloquium on Geometry and Graphics

pozvano predavanje

04.09.2011-08.09.2011

Tuheljske Toplice

Povezanost rada

Matematika