The Scholarship of Teaching and Learning in Canadian Post-Secondary Mathematics: 2000-2010
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Published accounts of pedagogical experience and pedagogical research are critical resources to post-secondary mathematics instructors, and yet the quantity and scope of this literature is rarely summarized or reviewed. In this contribution, we analyze recent peer-reviewed journal publications regarding post-secondary mathematics, published by Canadian scholars. We classified this scholarship by institution, publication year, type of pedagogical scholarship, and by topic. We highlight topics of continual interest, changing trends in time and newly emerging themes. This review therefore provides a benchmark of current scholarship in this important area, as well as a point of comparison for similar data from other countries, and other disciplines. Les comptes rendus publiés sur les expériences pédagogiques et la recherche sur la pédagogie sont des ressources essentielles pour les enseignants de mathématiques au niveau postsecondaire. Pourtant, la quantité et la portée de cette documentation font rarement l’objet de résumés ou d’analyses. Dans cet article, nous analysons les publications récentes de chercheurs canadiens sur les mathématiques au niveau postsecondaire, qui ont paru dans des revues révisées par les pairs. Nous avons classé ces publications par établissement, année de publication, type de recherche et sujet. Nous mettons en lumière les sujets d’intérêt constant, les tendances en évolution au fil du temps et les thèmes émergents. Cette recension constitue donc une référence sur les recherches universitaires actuelles dans ce domaine important ainsi qu’un point de comparaison pour des données similaires provenant d’autres pays et d’autres disciplines.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.031 | 0.026 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.008 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.009 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it