DSpace Collection:
https://dspace.lboro.ac.uk/2134/8628
2016-12-09T07:50:05Z“Explanatory” talk in mathematics research papers
https://dspace.lboro.ac.uk/2134/23389
Title: “Explanatory” talk in mathematics research papers
Authors: Mejia-Ramos, Juan P.; Inglis, Matthew
Abstract: In this paper we explore the ways in which mathematicians talk about explanation in their research papers. We analyze the use of the words explain/explanation (and various related words) in a large corpus of text containing research papers in both mathematics and physical sciences. We found that mathematicians do not frequently use this family of words and that their use is considerably more prevalent in physics papers than in mathematics papers. In particular, we found that physicists talk about explaining why disproportionately more often than mathematicians. We discuss some possible accounts for these differences.
Description: This paper is in closed access.2017-01-01T00:00:00ZComparing expert and learner mathematical language: A corpus linguistics approach
https://dspace.lboro.ac.uk/2134/23388
Title: Comparing expert and learner mathematical language: A corpus linguistics approach
Authors: Alcock, Lara; Inglis, Matthew; Lew, Kristen; Mejia-Ramos, Juan P.; Rago, Paolo; Sangwin, Christopher J.
Abstract: Corpus linguists attempt to understand language by statistically analyzing large collections of text, known as corpora. We describe the creation of three corpora designed to enable the study of expert and learner mathematical language. Our corpora were formed by collecting and processing three different genres of mathematical texts: mathematical research papers,
undergraduate-level textbooks, and undergraduate dissertations. We pay particular attention to the method by which our corpora were created, and present a mechanism by which LaTeX source files can be easily converted to a form suitable for use with corpus analysis software packages. We then compare these three different types of mathematical texts by analyzing their word frequency distributions. We find that undergraduate students write in remarkably similar ways to textbook authors, but that research papers are substantially different. These differences are discussed.
Description: This paper is in closed access.2017-01-01T00:00:00ZNegotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
https://dspace.lboro.ac.uk/2134/23387
Title: Negotiating between learner and mathematics: a conceptual framework to analyze teacher sensitivity toward constructivism in a mathematics classroom
Authors: Borg, Philip; Hewitt, Dave; Jones, Ian
Abstract: Context: Constructivist teachers who find themselves working within an educational system that adopts a realist epistemology, may find themselves at odds with their own beliefs when they catch themselves paying closer attention to the knowledge authorities intend them to teach rather than the knowledge being constructed by their learners. Method: In the preliminary analysis of the mathematical learning of six low-performing Year 7 boys in a Maltese secondary school, whom one of us taught during the scholastic year 2014-15, we constructed a conceptual framework which would help us analyze the extent to which he managed to be sensitive to constructivism in a typical classroom setting. We describe the development of the framework M-N-L (Mathematics-Negotiation-Learner) as a viable analytical tool to search for significant moments in the lessons in which the teacher appeared to engage in what we define as “constructivist teaching” (CT) during mathematics lessons. The development of M-N-L is part of a research program investigating the way low-performing students make mathematical sense of new notation with the help of the software Grid Algebra. Results: M-N-L was found to be an effective instrument which helped to determine the extent to which the teacher was sensitive to his own constructivist beliefs while trying to negotiate a balance between the mathematical concepts he was expected to teach and the conceptual constructions of his students. Implications: One major implication is that it is indeed possible for mathematics teachers to be sensitive to the individual constructions of their learners without losing sight of the concepts that society, represented by curriculum planners, deems necessary for students to learn. The other is that researchers in the field of education may find M-N-L a helpful tool to analyze CT during typical didactical situations established in classroom settings.
Description: This paper is closed access.2016-01-01T00:00:00ZStudents’ experiences of teaching at secondary school and university: sharing responsibility for classroom engagement
https://dspace.lboro.ac.uk/2134/23253
Title: Students’ experiences of teaching at secondary school and university: sharing responsibility for classroom engagement
Authors: O'Brien, Breda; Iannone, Paola
Abstract: In recent years much research has focused on student engagement, both at school and at university level. This attention is motivated by the pivotal role that engagement plays in student learning and in the student experience and retention (at university level at least). Acknowledging that student engagement is a multifaceted construct we focus on the contribution that teaching and teacher traits make to the quality of student engagement, from the student’s perspective. In this small scale study we adopt a qualitative methodology to investigate in-depth students’ perceptions of what factors impact on their engagement in class and what role the students themselves have in fostering such engagement. Focus group and one to one interviews with students in the last year of school and at university were analysed to reveal four overarching themes related to classroom life and student engagement including the importance of active listening from the part of both students and teachers. The Refined Quality Teaching Initiatives Framework derived from integrating findings from this study and our review of the literature outlines how dual engagement and active listening can be viable pedagogical strategies both at school and university level. The framework also brings to the fore the active role and responsibilities that students have, in their own perceptions, for engagement in the classroom. We conclude with a reflection on the implications of our findings for teacher actions in the classroom and teacher training.
Description: This paper is in closed access until 18 months after publication.2017-01-01T00:00:00Z