On the Calculus Evolution in Dutch Secondary Education
Explore the historical evolution of calculus education in Dutch secondary schools, tracing its introduction in 1958 after decades of debate and the influence of the New Math movement in the 1960s. Discover how pedagogical shifts, including the Realistic Mathematics Education approach, reshaped calculus courses, offering meaningful applications and adapting to diverse disciplines and student interests.
Read MoreA new model to teach statistical inference
While statistical inference plays a crucial role in decision-making, learning and teaching it have been experienced as challenging. Kula and Koçer’s study reveals the construction and application frameworks within statistical inference. By emphasizing the direction of construction, this research offers valuable insights to enhance statistical education and practical application within a new model for teaching…
Read MoreAssessment of Statistical Knowledge without Exams
In this study, authored by Litvak and Kula, an innovative no-exam assessment setup is presented, specifically tailored for third-year bachelor Mechanical Engineering students in a Statistics course. The essence of this novel approach lies in assessing students based on self-generated problems. The authors provide a well-structured framework comprising clear course material, learning objectives, and requirements,…
Read MoreOpen Book Assessment in Vector Calculus
The global pandemic has led to a shift in higher-level education assessment, moving from traditional closed book formats to technology-mediated open book assessments in vector calculus courses for engineering students. This paper explores the pedagogical implications of this transition and offers concrete suggestions for aligning teaching practices with the demands of open book assessment in…
Read MoreFinal Answer Assessment in Linear Algebra: Design Principles
This study examines the implementation of digital short answer testing in calculus and linear algebra for service mathematics courses. The research compares short answer grading with ‘hypothetical grading’ based on fully worked solutions to assess the validity of digital assessment methods in these mathematical disciplines.
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