Undergraduate Students' Experiences of Their Mathematical Identity

This research study explored how undergraduate mathematics students perceive themselves as capable mathematics learners and whether gender differences exist in the undergraduates students' perceptions. The research was framed by three approaches of understanding identity: self-efficacy, environment, and four faces of learner's identity. A mixed methods approach to the study was used where data were collected from interviews and an online questionnaire. Data analysis revealed that undergraduate mathematics students' perceptions of their mathematical identity as capable mathematics learners are influenced by their perceptions of their experiences such as: (a) perceptions of having previous knowledge of the course, (b) being able teach others and others understand it, (c) being recognized by their professors, (d) contributing and fitting in, (e) having opportunities to interact with their peers, and (f) being able to fit in with their image of a capable mathematics learner

Post-secondary students’ enactment of identity in a programming and mathematics learning environment

International audienceThis paper draws from year one of a 5-year research study that seeks to examine how post- secondary mathematics students learn to use programming as a computational thinking instrument for mathematics. It focuses on how post-secondary mathematics students’ identities as mathematics learners are enacted as they engage in a programming-based mathematical investigations and applications learning environment. Specifically, the paper offers a discussion of a case of one student’s enactment of his identity while simultaneously learning to program and to use it for this kind of mathematical work. This paper highlights the importance of identity in learning mathematics and its role in the development of productive dispositions in learning to program for mathematics investigation and modeling

A Survey on Wireless Network Simulators

The Network simulator helps the developer to create and simulate new models on an arbitrary network by specifying both the behavior of the network nodes and the communication channels. It provides a virtual environment for an assortment of desirable features such as modeling a network based on a specific criteria and analyzing its performance under different scenarios. This saves cost and time required for testing the functionality and the execution of network. This paper has surveyed various Wireless Network Simulators and compared them

A Survey on Wireless Network Simulators

The Network simulator helps the developer to create and simulate new models on an arbitrary network by specifying both the behavior of the network nodes and the communication channels. It provides a virtual environment for an assortment of desirable features such as modeling a network based on a specific criteria and analyzing its performance under different scenarios. This saves cost and time required for testing the functionality and the execution of network. This paper has surveyed various Wireless Network Simulators and compared them

Math centers: A pedagogical tool for student engagement in intermediate math class

International audienceThis paper draws from a qualitative exploratory case study that aimed at exploring the learning experiences of teachers as they engage in professional learning project. The case study involved three elementary school teachers' professional learning experiences as they engaged in developing a practical, research-based approach to differentiated instruction using a flipped classroom and student-centered pedagogical approaches that would result in enabling students to be engaged with mathematics.

Teaching mathematics through storytelling: Engaging the 'being' of a student in mathematics

International audienceThe paper draws from a hermeneutic phenomenological research study, which aimed at exploring the meaning of teachable moments from the lived experiences of grades 6–8 mathematics teachers. A primary and important stage of hermeneutic phenomenological study is for researchers to begin their research with a personal story. This paper presents the results of this primary stage, which focused on one of author's experiences of storytell-ing in a grade 6 to 8 mathematics classes for the purpose of humanizing mathematics as a way of engaging both the 'being' of mathematics students and their cognitive faculties. Data was collected from personal teaching stories of one of the researcher/author. The paper argues that teacher's storytelling humanizes mathematics in ways that engages both the 'being' and cognitive faculties of a student

Teachable moments at elementary school mathematics level

International audienc

Post-secondary students’ enactment of identity in a programming and mathematics learning environment

International audienceThis paper draws from year one of a 5-year research study that seeks to examine how post- secondary mathematics students learn to use programming as a computational thinking instrument for mathematics. It focuses on how post-secondary mathematics students’ identities as mathematics learners are enacted as they engage in a programming-based mathematical investigations and applications learning environment. Specifically, the paper offers a discussion of a case of one student’s enactment of his identity while simultaneously learning to program and to use it for this kind of mathematical work. This paper highlights the importance of identity in learning mathematics and its role in the development of productive dispositions in learning to program for mathematics investigation and modeling

Introduction to the papers of TWG20 : Mathematics teacher knowledge, beliefs, and identity

International audienc

Introduction to the papers of TWG20: Mathematics teacher knowledge, beliefs, and identity

The variety of papers presented in TWG 20 at CERME 2017 connected to the growing field of teacher education. There were total of 27 papers and 4 posters that had been presented. The number and heterogeneity of the research foci, contexts, methodological and theoretical approaches, provided opportunity for in-depth discussions and reflections around the presented papers. Although the core topic proposals were expected to embrace three intertwined domains, the focus of the presented papers at TWG20 was mainly on teachers' knowledge, while the topic of teachers’ beliefs and teachers’ identity would appear implicitly or in the background of some of the research