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

Autori
Divjak, Blaženka

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
Abstracts of 15th Scientific-professional Colloquium on Geometry and Graphics / Došlić, Tomislav ; Jurkin, Ema - Zagreb, 2011, 1-2

Skup
15th Scientific-professional Colloquium on Geometry and Graphics

Mjesto i datum
Tuheljske Toplice, 04.09.2011. - 08.09.2011

Vrsta sudjelovanja
Pozvano predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
learning and teaching mathematics; higher education

Sažetak
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.

Izvorni jezik
Engleski

Znanstvena područja
Matematika

POVEZANOST RADA