“DECIMAL”: A Comprehensive Approach of Teaching Undergraduate Mathematics General Education Courses
Science Journal of Education
Volume 7, Issue 1, February 2019, Pages: 36-41
Received: Apr. 19, 2019;
Published: May 23, 2019
Views 407 Downloads 81
Jing Yao, Department of Mathematics, Southern University of Science and Technology, Shenzhen, China
The teaching and learning of university mathematics general education courses plays a vital role in forming the basic knowledge structure and cultivating the innovation ability of undergraduate students. Innovation and reform of teaching and learning is an eternal topic for improving instructors’ teaching quality and students’ learning experience. Aiming to enhance undergraduate mathematical literary, we propose a comprehensive teaching approach named “DECIMAL”. The general objectives of this teaching approach are towards a research-oriented teaching model and critical thinking cultivation. Practical experiences are accumulated by years of teaching undergraduate mathematics general education courses, such as “Linear Algebra” and “Probability and Statistics”. Based on current literature research and practical teaching and learning experiences, some guidance of teaching and learning innovation is presented from several aspects, which forms the comprehensive approach “DECIMAL”, consisting of “Design of courses, Examples selection, Charm display, Intelligent tools utilization, Miscellaneous resources, Arousal of interest and Linkage of different courses”. Each factor is illustrated by methodology discussions and specific examples in various teaching scenarios. Positive feedback from students and peers is achieved in teaching practice by applying these teaching methods and techniques comprehensively. The proposed approach has practical significance in teaching and learning of undergraduate mathematics courses for non-math major students.
“DECIMAL”: A Comprehensive Approach of Teaching Undergraduate Mathematics General Education Courses, Science Journal of Education.
Vol. 7, No. 1,
2019, pp. 36-41.
OECD, The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills, PISA, OECD Publishing, Paris, https: //doi.org/10.1787/9789264101739-en, 2004, pp.24.
Shanahan, T., & Shanahan, C. Teaching disciplinary literacy to adolescents: rethinking content-area literacy. Harvard Educational Review, 2008, 78 (1), 40-59.
Yousef Abosalem. Khalifa University Students’ Attitudes Towards Mathematics in the Light of Variables Such as Gender, Nationality, Mathematics Scores and the Course they are Attending. Education Journal. Vol. 4, No. 3, 2015, pp. 123-131.
Fadilah Tahar Nor, Ismail Zuriati, Zamani Nur, Adnan Norshaieda. Students’ Attitude Toward Mathematics: The Use of Factor Analysis in Determining the Criteria. Procedia - Social and Behavioral Sciences. 2016, 8, pp. 476-481.
Reali, F., Jiménez-Leal, W., Maldonado-Carreño, C., Devine, A., & Szücs, D. Examining the link between math anxiety and math performance in Colombian students. Revista Colombiana de Psicología, 2016, 25 (2), 369-379.
Costică Lupu. The Role of the Computer in Learning Mathematics Through Numerical Methods. Science Journal of Education. 2016, 4(2), pp. 32-38.
Sol Garfunkel and Michelle Montgomery (eds.), GAIMME: Guidelines for Assessment and Instruction in Mathematical Modeling Education, Second Edition, COMAP and SIAM, Philadelphia, 2019, pp. 8.
Okechukwu Sunday Abonyi, Virginia Ogochukwu Umeh. Effects of Heuristic Method of Teaching on Students’ Achievement in Algebra. International Journal of Scientific & Engineering Research, 2014, 5 (2), pp. 1735-1740.
Sharon Friesen, David Scott. Inquiry-Based Learning: A Review of the Research Literature. Paper prepared for the Alberta Ministry of Education, 2013, pp. 1-32.
Carl Seelig (eds.) Ideas and Opinions by Albert Einstein. Crown Publishers, Inc., New York, 1954, pp. 64.
David C. Lay, Steven R. Lay, Judi J. McDonald. Linear Algebra and Its Applications, 5th ed. Pearson, 2014, pp. 255-262.
Gilbert Strang. Introduction to Linear Algebra, 4th ed. 2009, Wellesley - Cambridge Press.
Gilbert Strang. Linear Algebra and its applications, 4th ed (international student edition), Brooks/Cole, Cengage Learning, 2006, pp. 65.
Steven J. Leon. Linear Algebra with Applications, 9th ed. Pearson, 2015, pp. 337-350.
Wang E-fang, Shi Ming-sheng. Advanced Algebra, 4th ed, Beijing, Higher education press, 2013, pp. 235.
John A. Rice, Mathematical Statistics and Data Analysis, 3rd ed. Thomson, 2007, pp.6.
Sinay, E., & Nahornick, A. Teaching and learning mathematics research series l: Effective instructional strategies. (Research Report No. 16/17-08). 2016, Toronto, Ontario, Canada: Toronto District School Board.
P. Goodyear and S. Retalis. Learning, Technology and Design. Technology-Enhanced Learning: Design Patterns and Pattern Languages. Sense Publishers, 2010, pp. 1-27.
Derntl, Michael & Calvo, Rafael. E-learning frameworks: Facilitating the implementation of educational design patterns. International Journal of Technology Enhanced Learning. 2011, 3, pp. 284-296.
Jean-Pierre Courtiat, Costas Davarakis, Thierry Villemur (eds.) Technology Enhanced Learning, IFIP TC3 Technology Enhanced Learning Workshop (TeL’04), 2004, World Computer Congress, Toulouse, France.
Barkley, E. F. Student Engagement Techniques: A Handbook for College Faculty. 2009, San Francisco, CA: Jossey-Bass.
Dan Meyer, Math class needs a makeover, TEDxNYED, https: //www.ted.com/talks/dan_meyer_math_curriculum_makeover, 2010.