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Teaching Mathematics and its Applications Advance Access originally published online on July 19, 2008
Teaching Mathematics and its Applications 2008 27(3):116-122; doi:10.1093/teamat/hrn013
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© The Author 2008. 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

On strategies contributing to active learning

Tatiana Gavalcová

Address for correspondence: Tatiana Gavalcová, Department of Informatics and Quantitative Methods, Faculty of Informatics and Management, University of Hradec Králové, Czech Republic. E-mail: tana.gavalcova{at}uhk.cz

Submitted May 2008; accepted June 2008

Many reasons have been documented about the need for more effective teaching of mathematics in universities. These include changes in the level of mathematical skills of new students; changes in society, particularly technological ones, which have led to a strong preference for visual presentation of information; and new students lacking the independent study skills necessary to succeed in higher education. Several authorities have addressed this problem. In this article, we introduce and discuss ideas and strategies for active learning presented by Krantz and Bressoud. We cite thoughts of Zucker and give a summary of strategies formulated by Zweck.


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