What mathematicians learn from attending other mathematicians’ lectures
Mathematicians frequently attend their peers’ lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned from the lectures. Our research took place at a 2-week workshop on inner model theory, a topic of set theory, which was largely comprised of...
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| Veröffentlicht in: | Educational studies in mathematics Jg. 112; H. 1; S. 123 - 139 |
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| Format: | Journal Article |
| Sprache: | Englisch |
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Springer Netherlands
01.01.2023
Springer Springer Nature B.V |
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| ISSN: | 0013-1954, 1573-0816 |
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| Abstract | Mathematicians frequently attend their peers’ lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned from the lectures. Our research took place at a 2-week workshop on inner model theory, a topic of set theory, which was largely comprised of a series of lectures. We asked the six workshop organizers and seven conference attendees what could be learned from the lectures in the workshop, and from mathematics lectures in general. A key finding was that participants felt the motivation and road maps that were provided by the lecturers could facilitate the attendees’ future individual studying of the material. We conclude by discussing how our findings inform the development of theory on how individuals can learn from lectures and suggest interesting directions for future research. |
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| AbstractList | Mathematicians frequently attend their peers' lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned from the lectures. Our research took place at a 2-week workshop on inner model theory, a topic of set theory, which was largely comprised of a series of lectures. We asked the six workshop organizers and seven conference attendees what could be learned from the lectures in the workshop, and from mathematics lectures in general. A key finding was that participants felt the motivation and road maps that were provided by the lecturers could facilitate the attendees' future individual studying of the material. We conclude by discussing how our findings inform the development of theory on how individuals can learn from lectures and suggest interesting directions for future research. |
| Audience | Academic |
| Author | Weber, Keith Fukawa-Connelly, Timothy |
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| Cites_doi | 10.5951/jresematheduc.48.5.0567 10.1007/s10649-012-9407-9 10.1007/s10649-013-9497-z 10.1080/0020739X.2013.790514 10.1007/s11858-019-01099-9 10.1016/j.jmathb.2004.03.001 10.5951/jresematheduc-2021-0191 10.1090/S0273-0979-1994-00502-6 10.1191/1478088706qp063oa 10.1016/j.jmathb.2020.100792 10.1090/S0273-0979-1994-00506-3 10.1007/s40753-017-0058-1 10.1007/BF01273732 10.1080/07370008.2012.661814 10.1017/S1755020311000359 10.1177/0741088311419630 10.1016/j.jmathb.2018.11.001 10.5951/jresematheduc-2020-0228 10.1007/BF03217462 10.1080/0020739X.2011.622803 10.1080/00207391003605254 10.1080/00029890.1995.11990563 10.5951/jresematheduc.47.2.0162 10.1090/mbk/089 10.1016/j.jmathb.2022.100986 10.1016/j.jmathb.2021.100914 10.5948/UPO9781614445050.005 10.1007/s40753-016-0050-1 10.1007/978-1-4020-7908-5 |
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| References | Herbst, Chazan, Crespo, Matthews, Lichtenstein (CR14) 2022; 53 Weber (CR35) 2004; 23 Woods, Weber (CR38) 2020; 59 CR18 Lai, Weber, Mejía-Ramos (CR21) 2012; 30 Thurston (CR34) 1994; 30 Jaffe, Quinn (CR15) 1994; 30 Stuhlmann (CR32) 2019; 51 CR31 CR30 Weber, Mejia-Ramos (CR37) 2014; 45 Leron, Dubinsky (CR23) 1995; 102 Dubinsky, Dautermann, Leron, Zazkis (CR8) 1994; 27 Jasien, Horn (CR16) 2022; 53 Stylianides, Stylianides, Weber, Cai (CR33) 2017 CR2 Halmos, Moise, Piranian (CR13) 1975; 82 Johnson, Keller, Fukawa-Connelly (CR17) 2018; 4 CR6 Kunen (CR19) 1980 Geist, Lowe, Van Kerkhove, Lowe, Müller (CR11) 2010 CR7 CR27 Braun, Clarke (CR5) 2006; 3 CR26 CR25 Lew, Fukawa-Connelly, Mejía-Ramos, Weber (CR24) 2016; 47 Weber (CR36) 2012; 43 Bligh (CR4) 1998 Pritchard (CR29) 2010; 41 CR22 Fukawa-Connelly, Weber, Mejía-Ramos (CR10) 2017; 48 Wu, Krantz (CR39) 1999 Lai, Weber (CR20) 2014; 85 Bergsten (CR3) 2007; 19 Pinto (CR28) 2019; 54 Artemeva, Fox (CR1) 2011; 28 Fukawa-Connelly (CR9) 2012; 81 Hamkins (CR12) 2012; 5 C Bergsten (10177_CR3) 2007; 19 E Dubinsky (10177_CR8) 1994; 27 K Weber (10177_CR35) 2004; 23 10177_CR2 TP Fukawa-Connelly (10177_CR9) 2012; 81 K Lew (10177_CR24) 2016; 47 W Thurston (10177_CR34) 1994; 30 K Kunen (10177_CR19) 1980 10177_CR6 U Leron (10177_CR23) 1995; 102 10177_CR7 T Fukawa-Connelly (10177_CR10) 2017; 48 10177_CR18 Y Lai (10177_CR21) 2012; 30 G Stylianides (10177_CR33) 2017 C Geist (10177_CR11) 2010 V Braun (10177_CR5) 2006; 3 P Halmos (10177_CR13) 1975; 82 Y Lai (10177_CR20) 2014; 85 A Jaffe (10177_CR15) 1994; 30 L Jasien (10177_CR16) 2022; 53 10177_CR22 10177_CR25 C Woods (10177_CR38) 2020; 59 A Pinto (10177_CR28) 2019; 54 JD Hamkins (10177_CR12) 2012; 5 K Weber (10177_CR37) 2014; 45 P Herbst (10177_CR14) 2022; 53 N Artemeva (10177_CR1) 2011; 28 D Pritchard (10177_CR29) 2010; 41 D Bligh (10177_CR4) 1998 10177_CR26 10177_CR27 AS Stuhlmann (10177_CR32) 2019; 51 10177_CR30 10177_CR31 H Wu (10177_CR39) 1999 E Johnson (10177_CR17) 2018; 4 K Weber (10177_CR36) 2012; 43 |
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| Snippet | Mathematicians frequently attend their peers’ lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned... Mathematicians frequently attend their peers' lectures to learn new mathematical content. The goal of this paper is to investigate what mathematicians learned... |
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| SubjectTerms | Education Educational Practices Evaluation Faculty Development Lecture Method Lecture method in teaching Mathematicians Mathematics Mathematics Education Mathematics Teachers Set theory Study and teaching Teacher Education Teacher Motivation |
| Title | What mathematicians learn from attending other mathematicians’ lectures |
| URI | https://link.springer.com/article/10.1007/s10649-022-10177-x http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1363099 https://www.proquest.com/docview/2768730628 |
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