Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Modern undergraduates join science and engineering courses
with poorer mathematical background than most
contemporaries of the current faculty had when they were
freshers. The problem is very acute in the United Kingdom
but more and more countries adopt less resource intensive
models of teaching and the problem spreads. University
tutors and lecturers spend more and more time covering the
basics. However, most of them still rely on traditional
methods of delivery which presuppose that learners have a
good memory and considerable time to practice, so that they
can memorize disjointed facts and discover for themselves
various connections between the underlying concepts. These
suppositions are particularly unrealistic when dealing with a
large number of undergraduates who are ordinary learners
with limited mathematics background. The first author has
developed a teaching system that allows such adult learners
achieve relatively deep learning of mathematics – and
remarkably quickly – through a teacher-guided (often called
Socratic) dialog, which aims at the frequent reinforcement of
basic mathematical abstractions through Eulerian
sequencing. These ideas have been applied to create a
prototype of a Cognitive Mathematics Tutoring System
aimed at teaching basic mathematics to University freshers.,
an electronic Personal Algebra and Calculus Tutor (e-
PACT).
