Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics

Article


Jones, M. and Megeney, A. 2019. Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics. MSOR Connections. 17 (2), pp. 54-59. https://doi.org/10.21100/msor.v17i2.978
TypeArticle
TitleThematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics
AuthorsJones, M. and Megeney, A.
Abstract

Specialist mathematics, statistics and operational research (MSOR) programmes are recognised as intellectually demanding, and require students to formulate, abstract, and solve mathematical problems in a rigorous way. The process of developing the skills to do this well and communicate results can be challenging for learners as it requires a deep understanding of themes in mathematics as well as methods for solving problems. In this article we demonstrate how elements of Freudenthal’s Realistic Mathematics Education (Freudenthal, 1968, 1973) can be applied to teaching problem solving in undergraduate mathematics programmes. We describe an approach that moves away from standard practices and goes beyond problem solving methods to develop an understanding of common themes in mathematics.

KeywordsProblem solving; mathematical education; realistic mathematical education; cognitive process
PublisherUniversity of Greenwich
JournalMSOR Connections
ISSN1473-4869
Electronic2051-4220
Publication dates
Online24 Apr 2019
Print24 Apr 2019
Publication process dates
Deposited25 Apr 2019
Accepted25 Apr 2019
Output statusPublished
Publisher's version
File Access Level
Open
Copyright Statement

The copyright of articles will remain with the author(s).
The article was first published in MSOR Connections: Jones, M., & Megeney, A. (2019). Thematic problem solving: a case study on an approach to teaching problem solving in undergraduate mathematics. MSOR Connections, 17(2), 54–59. https://doi.org/10.21100/msor.v17i2.978
The published article is reproduced in the Middlesex University Research Repository with permission.

MSOR Connections Open Access Policy: This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Digital Object Identifier (DOI)https://doi.org/10.21100/msor.v17i2.978
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/883x9

Download files


Publisher's version
978-4586-1-PB.pdf
File access level: Open

  • 77
    total views
  • 14
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Authentic activities for making mathematicians
Masterson, B., Megeney, A. and Sharples, N. 2024. Authentic activities for making mathematicians. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Public engagement for student empowerment
Masterson, B., Megeney, A. and Sharples, N. 2024. Public engagement for student empowerment. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Authentic no-exam assessment for student wellbeing
Masterson, B., Sharples, N. and Megeney, A. 2024. Authentic no-exam assessment for student wellbeing. Designing Assessment to Promote Students’ Wellbeing. University of Greenwich, London, UK 10 - 10 Jul 2024
Authenticity in learning, teaching and assessment
Masterson, B., Sharples, N., Jones, M., Megeney, A. and Lawrence, S. 2024. Authenticity in learning, teaching and assessment. MSOR Connections. 22 (2), pp. 29-36. https://doi.org/10.21100/msor.v22i2.1488
Paving the path: empowering women in STEM from university to industry
Vaka, S., Trestian, R., Baskent, C., Shayesteh, H. and Megeney, A. 2024. Paving the path: empowering women in STEM from university to industry. 2024 IEEE Global Engineering Education Conference. Kos, Greece 08 - 11 May 2024 IEEE.
Revising the role of the history of mathematics in post-pandemic world
Lawrence, S., Megeney, A., Sharples, N., Masterson, B. and Jones, M. 2022. Revising the role of the history of mathematics in post-pandemic world. Uzdanica. XIX, pp. 17-28. https://doi.org/10.46793/Uzdanica19.S.017L
Authentic by design: developing students for the talent economy
Barter, P., Megeney, A., Graham, J., Parmar, D. and Mourouti, O. 2023. Authentic by design: developing students for the talent economy. AdvanceHE Assessment and Feedback Symposium 2023. Reading, UK 07 - 07 Nov 2023
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2023. Student video curation. MSOR Connections. 21 (2), pp. 15-24. https://doi.org/10.21100/msor.v21i2.1403
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Jones, M., Lawrence, S., Megeney, A. and Sharples, N. 2023. Authentic by design: developing mathematicians for the talent economy. MSOR Connections. 21 (2), pp. 44-51. https://doi.org/10.21100/msor.v21i2.1400
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2022. Student video curation. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Megeney, A., Sharples, N., Lawrence, S. and Jones, M. 2022. Authentic by design: developing mathematicians for the talent economy. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Intentionality for inclusivity - the journey at Middlesex University
Roberts, H., Punev, I., Allardyce, D., Kyprianou, A., Appiah, S., Megeney, A., Calin, A., Gallacher, D. and Mill, R. 2022. Intentionality for inclusivity - the journey at Middlesex University. McGraw Hill.
Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond
Jones, M., Megeney, A. and Sharples, N. 2022. Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections. 20 (1), pp. 74-83. https://doi.org/10.21100/msor.v20i1.1322
Digital pedagogy in a world of digital poverty: the Middlesex iPad project
Jones, M., Megeney, A. and Sharples, N. 2021. Digital pedagogy in a world of digital poverty: the Middlesex iPad project. AdvanceHE Curriculum Symposium 2021. Online 08 Jun 2021
iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting.
Jones, M., Megeney, A. and Sharples, N. 2021. iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting. UCLan Conference: "Supporting Engineering Students with Weak Maths Skills and Widening Participation". Online 25 Mar 2021
Collaboration and co-creation at a distance: using technology to enhance student engagement online
Jones, M., Megeney, A. and Sharples, N. 2021. Collaboration and co-creation at a distance: using technology to enhance student engagement online. AdvanceHE Student Engagement Conference 2021. Online 26 May 2021
The Z transform: active learning approaches for generation Z
Jones, M. and Megeney, A. 2019. The Z transform: active learning approaches for generation Z. CETL-MSOR Conference 2019. Dublin City University, Ireland 05 - 06 Sep 2019
Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum
Jones, M. and Megeney, A. 2020. Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum. MSOR Connections. 18 (2), pp. 18-24. https://doi.org/10.21100/msor.v18i2.1087
Problem solving methods in undergraduate mathematics
Megeney, A. and Jones, M. 2018. Problem solving methods in undergraduate mathematics. CETL-MSOR Conference 2018 Evidencing Excellence. University of Glasgow, Scotland
Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics
Jones, M. and Megeney, A. 2016. Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics. CETL-MSOR Conference 2016 A Brave New World. Loughborough University pp. 56-60
Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills
Megeney, A. 2016. Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills. CETL-MSOR Conference 2015. University of Greenwich, London, United Kingdom 08 - 09 Sep 2015 sigma Network. pp. 61-65