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Teaching Mathematics and its Applications Advance Access originally published online on August 16, 2007
Teaching Mathematics and its Applications 2007 26(3):145-154; doi:10.1093/teamat/hrm008
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© The Author 2007. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

Observing mathematics teaching in three different countries—lessons learnt?

N. Metje

N. Metje, School of Engineering, Department of Civil Engineering, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK. Tel: 0044 121 414 4182, Fax: 0044 121 414 3675, E-mail: n.metje{at}bham.ac.uk

  Abstract

It has been reported that the students’ level of mathematics when entering university has changed in recent years. A surprising number of students struggle with mathematics or have a mathematics anxiety. Although this was widely reported within the UK, there was some uncertainty if colleagues in other countries were experiencing the same challenges. Therefore, lectures in three countries were observed and the effects different educational backgrounds and cultures have on the students’ attitudes towards mathematics were determined. Experiences and ideas were exchanged and it became clear that the problems lecturers face in the UK with respect to teaching mathematics are in fact not limited to this country but that their approach to lecturing at university is different.

This article discusses the outcomes of analysing and observing mathematics taught in three different countries. Similarities and differences are presented, together with feedback on the success of implementing new ideas at Birmingham.

Received April 2007. Accepted May 2007.


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