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TWG 14 University Mathematics Education
Hogan Mezzanine
Details of subgroups TWG 14A and TWG 14B
TWG leader: Alejandro Gonzalez-Martin (TWG 14A) and Irene Biza (TWG 14B)
TWG14.PA1 Undergraduates' reasoning while solving integration tasks: discussion of a research framework
Aaltje Berendina Aaten*1,2, Johan Deprez2, Gerrit Roorda1, Martin Goedhart1
1University of Groningen, The Netherlands, 2KU Leuven, Belgium
TWG14.PA2 Exploring the types of tools used by engineering undergraduates
Marinos Anastasakis*, Carol Robinson, Stephen Lerman
Loughborough University, UK
TWG14.PA3 An analysis of freshmen engineering students' notes during a preparatory mathematics course
Chiara Andra
Politecnico di Milano, Italy
TWG14.PA4 The transition from high school to university mathematics: a multidimensional process
Amalia-Christina Bampili*1, Theodossios Zachariades1, Charalampos Sakonidis2
1National and Kapodistrian University of Athens, Greece, 2Democritus University of Thrace, Greece
TWG14.PA5 “Points”, “slopes” and “derivatives”: Substantiations of narratives about tangent line in university mathematics students’ discourses
Irene Biza
University of East Anglia, UK
TWG14.PA6 Teaching didactics to lecturers: a challenging field
Ignasi Florensa1, Marianna Bosch*2, Josep Gascón3, Noemí Ruiz-Munzón4
1Escola Universitaria Salesiana de Sarrià – Univ. Autònoma de Barcelona, Spain, 2IQS School of Management, Univ. Ramon Llull, Spain, 3Dep. Matemàtiques, Univ. Autònoma de Barcelona, Spain, 4TecnoCampus Mataró-Maresme, Univ. Pompeu Fabra, Spain
TWG14.PA7 Secondary school teachers' choices concerning the transformation of knowledge in the didactical transposition of real numbers and continuum in the high school
Laura Branchetti
Politecnico di Milano, Italy
TWG14.PA8 Freshmen engineering students: are they all the same?
Chiara Andra', Laura Branchetti, Domenico Brunetto*
Politecnico di Milano, Italy
TWG14.PA9 The proof in formalism: Case of letters' logical status
Faïza Chellougui
Faculty of sciences of Bizerte, Tunisia
TWG14.PA10 Retention and access in online mathematics and science courses
Claire Wladis1,2, Katherine Conway*1, Alyse Hachey1
1Borough of Manhattan Community College, City University of New York, USA, 2The Graduate Center, City University of New York, USA
TWG14.PA11 A mathematics educator and a mathematician co-teaching mathematics – affordances for teacher education
Jason Cooper*1, Orit Zaslavsky2
1Weizmann Institute of Science, Israel, 2New York University, USA
TWG14.PA12 The organization of study in French business school preparatory classes
Lynn Farah
American University of Paris, France
TWG14.PA13 How mathematicians conjecture and prove: an approach from mathematics education
Aurora Fernández-León*, Rocío Toscano-Barragán, José María Gavilán-Izquierdo
University of Seville, Spain
TWG14.PA14 Students' interpretation of the derivative in an economic context
Frank Feudel
University of Paderborn, Germany
TWG14.PA15 Exploring tensions in a mathematical course for engineers utilizing a flipped classroom approach
Helge Fredriksen*1,2, Said Hadjerrouit1, John Monaghan1, Ragnhild J. Rensaa2
1University of Agder, Norway, 2UiT - The Arctic University of Norway, Norway
TWG14.PA16 A micro-model of didactical variables to explore the mathematical organization of complex numbers at upper secondary level
Imène Ghedamsi
IPEIT, Tunisia
TWG14.PA17 How are Calculus notions used in engineering? An example with integrals and bending moments
Alejandro S. González-Martín*, Gisela Hernandes-Gomes
Université de Montréal, Canada
TWG14.PA18 Students’ view of continuity – An empirical analysis of mental images and their usage
Erik Hanke*, Ingolf Schäfer
University of Bremen, Germany
TWG14.PA19 “Qualitative learning jumps” and “mathematical organizations” as analytical lenses for discussing transition issues
Reinhard Hochmuth
Leibniz University Hannover, Germany
TWG14.PA20 A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential
Ninni Marie Hogstad*1, Ghislain Maurice Norbert Isabwe2, Pauline Vos1
1University of Agder, Norway, 2University of Agder, Norway
TWG14.PA21 Investigating the discursive shift in the learning of Group Theory: Analysis of some interdiscursive commognitive conflicts
Marios Ioannou
University of the West of England (Alexander College), Cyprus
TWG14.PA22 Theorising university mathematics teaching: The teaching triad within an activity theory perspective
Barbara Jaworski*1, Despina Potari2, Georgia Petropoulou3
1Loughborough University, UK, 2University of Athens, Greece, 3University of Athens, Greece
TWG14.PA23 Praxeological analysis: the case of ideals in Ring Theory Praxeological analysis: the case of ideals in Ring Theory
Julie Jovignot*1,2, Thomas Hausberger2,3, Viviane Durand-Guerrier2,3
1Lycée Lamartine, France, 2Institut Montpelliérain Alexander Grothendieck, France, 3Université de Montpellier, France
TWG14.PA24 University students' understandings of concept relations and preferred representations of continuity and differentiability
Kristina Juter
Kristianstad University, Sweden
TWG14.PA25 Engineering mathematics between competence and calculation
Birgit Griese1, Michael Kallweit*2
1Paderborn University, Germany, 2Ruhr-Universität Bochum, Germany
TWG14.PA26 The association between engineering students’ self-reported mathematical identities and average grades in mathematics courses
Eivind Kaspersen*1, Birgit Pepin2, Svein Arne Sikko1
1Norwegian University of Science and Technology, Norway, 2Technische Universiteit Eindhoven, The Netherlands
TWG14.PA27 A praxeological approach to Klein’s plan B: cross-cutting from Calculus to Fourier Analysis
Margo Kondratieva*1, Carl Winslow2
1Memorial University, Canada, 2University of Copenhagen, Denmark
TWG14.PA28 When lecturers disagree on mathematics: The case of the root concept
Igor' Kontorovich
The University of Auckland, New Zealand
TWG14.PA29 The interface between mathematics and engineering - problem solving processes for an exercise on oscillating circuits using ordinary differential equations
Jörg Kortemeyer*, Rolf Biehler
University of Paderborn, Germany
TWG14.PA30 Obstacles to students' understanding of the limit concept
Abraham Kumsa*, Kerstin Pettersson, Paul Andrews
Stockholm University, Department of Mathematics and Science education, Sweden
TWG14.PA31 Self-efficacy of engineering students in the introductory phase of studies
Ronja Kürten
University of Münster, Germany
TWG14.PA32 Q² a game used in a task design of the double quantification
Thomas Lecorre
University Grenoble-Alpes, France
TWG14.PA33 A framework for goal dimensions of mathematics learning support in universities
Michael Liebendörfer*1, Reinhard Hochmuth1, Rolf Biehler2, Niclas Schaper2, Christiane Kuklinski1, Sarah Khellaf1, Christoph Colberg2, Mirko Schürmann2, Lukas Rothe1
1Universität Hannover, Germany, 2Universität Paderborn, Germany
TWG14.PA34 A vector is a line segment? - Students' concept definitions of a vector during the transition from school to university
Tobias Mai*, Frank Feudel, Rolf Biehler
University of Paderborn, Germany
TWG14.PA35 What can calculus students like about and learn from a challenging problem they did not understand?
Ofer Marmur*, Boris Koichu
Technion - Israel Institute of Technology, Israel
TWG14.PA36 "What you see and don't see, shapes what you do and don't do": noticing in first year mathematics lectures
Maria Meehan*1, Ann O'Shea2, Sinead Breen3
1University College Dublin, Ireland, 2Maynooth University, Ireland, 3Dublin City University, Ireland
TWG14.PA37 To be or not to be an inflection point
Regina Ovodenko*1, Pessia Tsamir2
1Center for Educational Technology, Israel, 2Tel-Aviv University, Israel
TWG14.PA38 How we can begin to overcome students’ difficulties in reading mathematical texts
Anja Panse*, Zain Shaikh
Universität Paderborn, Germany
TWG14.PA39 Math teaching as jazz improvisation: Exploring the ‘highly principled but not determinate’ instructional moves of an expert instructor
Alon Pinto
University of California, Berkeley, USA
TWG14.PA40 Identifying discussion patterns of teaching assistants in mathematical tutorials in Germany
Juliane Püschl
University of Paderborn, Germany
TWG14.PA41 French engineers' training and their mathematical needs in the workplace: interlinking tools and reasoning
Pierre-Vincent Quéré1,2
1Université de Bretagne Loire, France, 2CREAD, France
TWG14.PA42 Approaches to learning of linear algebra among engineering students
Ragnhild Johanne Rensaa
UiT the Arctic University of Norway, Norway
TWG14.PA43 Access to conceptual understanding - summer courses for linear algebra and analysis after the first semester
Kirsten Schmitz*, Ingolf Schäfer
University of Bremen, Germany
TWG14.PA44 Navigating through the mathematical world: Uncovering a geometer’s thought processes through his handouts and teaching journals
Sepideh Stewart*, Clarissa Thompson, Noel Brady
university of Oklahoma, USA
TWG14.PA45 Discursive shifts from school to university mathematics and lecturer assessment practices: Commognitive conflicts regarding variables
Athina Thoma*, Elena Nardi
University of East Anglia, UK
TWG14.PA46 From ritual to exploration: the evolution of biology students' mathematical discourse through mathematical modelling activities
Olov Viirman*1, Elena Nardi2
1University of Agder, Norway, 2University of East Anglia, UK
TWG14.PA47 Meta-representational competence with linear algebra in quantum mechanics
Megan Wawro*1, Kevin Watson1, Warren Christensen2
1Virginia Tech, USA, 2North Dakota State University, USA