A Broken Hi, my proposal on the organization of courses and examinations. I admit that I have ever seen in a function other than the 3 +2 system based on credits, but I do not think this works well. In my opinion, completely lacks the educational journey of discovery that makes the growth and maturation of a person. Let me explain this subdivision and fragmentation of courses (at least in mathematics) to fall into categories of loans and in bimonthly time (half hour) makes various courses isolated from each other, with little interdisciplinary exchange and what is generally worse in the light of the examination.
often in subsequent courses of the same material, changing teacher were revealed gaps in students because we had not had time to investigate the matter or simply would never be returned in the examination. This is particularly the early years.
I propose to rethink the organization of courses, are not binding on the necessity of the tests in the pipeline, increasing the teaching hours per subject and made mandatory or increasing exercise or paper to be prepared during the course, because much often do not ever enter into the practice if not of the standard exercises to prepare for the exam.
Mattia Channel
Teaching Quality of education in mathematics The University of Trento said to be one of the best with regard to education and services related to it. agree that resources are many: there are classrooms, libraries open in the evenings and on Sundays, many classrooms with computers: In general, students seem much help. But I would draw attention to some details regarding the faculty of science and a degree course in mathematics (some are critical, do not take it as a controversy, to me are just examples of things not to do): - to take a math class often need large blackboards, while the third pavilion IRST are very small. - The best way to evaluate the quality of teaching is, in my opinion, test preparation for students leaving university. Many math students have difficulty in moving out of competitions for doctoral Trent because they are not used to doing exercises, so they have low scores in the written tests. - because most of the teaching assistant CARRY exercises on the board without the involvement of students? At Tübingen each week the teacher to students over a sheet of exercises. The weeks later, at the hour of exercises, the students themselves, in turn, do the exercises on the board, aided exercise. I assure you that you learn a lot more trying to do (and potentially wrong) that while sitting to copy what the tutor writes on the blackboard. - some courses the first degree I was not prepared enough, they have given me the foundation to address future courses in Tübingen. For example, in two courses of algebra (the only ones in this area in three years mandatory) was never defined the concept of ideal, which is fundamental in algebra! - how is it that so many students graduate with 110 votes and praise? Also take 24 exams seems a bad rating! There is a tendency to demand little and give high marks. - two students (good) came to Tübingen in Trento under the dual degree program came back after a semester because the courses here were ineligible: they were simple and there was little choice. - a teacher can do the following: the student goes to him because he is interested in studying a certain topic, which is not addressed in the courses in Trento (or is treated by other teachers), this teacher agrees to support a test on that topic to the student, but then records it as a course that takes him and who may have nothing to do with the subject of the examination. Ester
