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All Journal Indonesian Journal of Mathematics Education
Milica Videnovic
Simon Fraser University
Education Mathematics

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Challenges with Implementing Oral Exams in Post-Secondary Mathematics Courses Milica Videnovic
Indonesian Journal of Mathematics Education Vol 3, No 2 (2020): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v3i2.3079

Abstract

In this study, seven mathematics professors and instructors were interviewed to share their thoughts about implementing oral assessment in mathematics courses in Canada and the United States, where oral assessment in mathematics is not part of the educational system. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced oral examination in mathematics, while the other two had never been exposed to oral examination in mathematics throughout their schooling. The results showed that implementing oral assessment in mathematics courses at the university level in Canada and the United States might raise some students’ and professors’ concerns.
Commentary on Paul Ernest’s Theory about Teachers’ Beliefs and Practice Milica Videnovic
Indonesian Journal of Mathematics Education Vol 4, No 1 (2021): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v4i1.3634

Abstract

In this short communication, the author analyzed Paul Ernest’s theory on relationships between teachers’ beliefs, and their impact on teachers’ practice of mathematics. The author considered the teachers’ espoused and enacted models of mathematics assessment in addition to the teachers' views of the nature of mathematics, teaching, and learning models. The author also considered three purposes of mathematics assessment.
Beliefs about Mathematics and Mathematics Assessment in Post-Secondary Education Milica Videnovic
Indonesian Journal of Mathematics Education Vol 5, No 1 (2022): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v5i1.5363

Abstract

This paper studied the beliefs about mathematics, mathematics assessment, and written and oral mathematics assessment in post-secondary education from the mathematics professors’ perspectives. Seven mathematics professors and instructors were interviewed and asked to explain how they perceive mathematics and mathematics assessment and how they compare the oral exam to the written exam. Four out of seven mathematics professors and instructors were educated in Poland, Romania, Bosnia, and Ukraine, and they are currently teaching mathematics at a university in Canada. The other three professors were educated in Canada, Germany, and the United States, and they are currently teaching at a university in Germany. Five participants had previously experienced an oral examination in mathematics, while the other two had never been exposed to an oral examination in mathematics throughout their schooling. The results showed that similar beliefs about mathematics and mathematics assessment result in different beliefs about written and oral mathematics assessment. 
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