Sandra Britton and Jenny Henderson
Student Expectation and Usage of ICT in First Year Undergraduate
This paper investigates the perceptions and expectations of students with respect to integrated web-based formative assessment offered as part of undergraduate mathematics and statistics courses. In particular, we report on student opinion and usage of interactive web quizzes which are integrated into the course material provided for five different first year courses. Data on usage has been obtained by counting the number of times the quizzes have been accessed on a daily basis throughout semester. Student opinions have been canvassed via email surveys, to which over 200 students responded. The following questions are addressed:
• do students use the material in the way that academics expect?
• do students find the material useful to their learning?
· what factors inhibit student usage of web-based mathematical material?
• what differences are there in student perceptions and usage of multiple choice questions as opposed to questions requiring student input of numerical answers?
Guadalupe Carmona & Angeles Dominguez
Designing learning environments with network-based capabilities for the
The purpose of this study is to present how the use of network-based technologies, with an appropriate activity design and focused content, can create a learning environment that favors student participation, assessment, and learning. In this study, the work of Stroup and others (Stroup, Ares & Hurford, 2005; Stroup, Hurford, Ares, & Lesh, 2007) on the design of generative learning environments is used as a framework to design an activity for students in a Calculus course to approach modeling and function approximation. More particularly, in this paper, a case study will be discussed in which the teachers and students were engaged in a learning environment designed with the use of a network-based system with wireless capabilities (TI-Navigator) which supported the design of a generative activity (Stroup, Ares & Hurford, 2005; Stroup, Carmona & Davis, 2005; Stroup, Hurford, Ares, & Lesh, 2007) to hold a lesson on modeling by interpolation and function approximation in a Calculus classroom. Through this learning environment, the 79 students who attended class were able to participate, and the teacher and students were able to constantly assess the knowledge generated by each student, and by the whole group. Students were able to learn in a qualitatively different way that would not be possible without the technology and the appropriate design of the learning environment. In addition, this modeling activity served as a preamble for students to approach other relevant topics (e.g., integration by parts to find volume, continuity of a function, among others) in their Calculus course in a meaningful way for the whole group. The mathematical content addressed in this lesson involves modeling by interpolation and function approximation, which has not been very much explored in the field of mathematics education.
Look Who’s Talking-Incorporating oral presentations into mathematics
“By learning you will teach, by teaching you will learn.” – Latin Proverb
The essence of this proverb can be used to illustrate the educational benefits of oral presentations in tertiary level foundation mathematic units. Currently most educators will explore a variety of mediums to teach mathematical concepts, though only use written assessments to test students’ understanding. A common form of written assessment is the traditional test, which evaluates a student’s comprehension of a specific component relating to a mathematical concept, whereas the oral presentation assesses a student’s understanding of an entire concept, beyond rote-learning and applying formulae. This paper will examine the unique elements of oral presentations including; two-way communication, general understanding, and incorporation of mathematics into the chosen field of study. The importance of oral presentations is primarily found with students of non-mathematical majors who require broad knowledge rather than a deep theoretical comprehension of mathematical curriculum.
Gilda de La Rocque Palis
Pontifícia Universidade Católica do
Introduction to Calculus: Integrating Maple in regular classes and examinations
This paper gives an overview of our Research & Development Project: Introduction to Calculus: Integrating Maple in regular classes and examinations. The investigation carried out aims at a better understanding of the potentialities and difficulties of this technology integration, in particular its impact on student learning and assessment issues. The Maple software is totally integrated in the discipline as it is used for concept development, problem resolutions and examinations.
About logic, language and reasoning
The CI2U is a national
Revitalising College Algebra: A tale of change initiative
Algebra is a title given to a course taught to approximately one million
students in the
Ansie Harding & Johann Engelbrecht
New perspectives on zeroes of functions
This paper offers an answer to the frequently asked question: "So what cuts at the imaginary roots of a parabola?" We expand on an idea that appeared in literature in the 1950’s to show that a parabola, for instance, is not a single curve but has a “sibling” curve existing in a perpendicular plane. In other words, the well-known curves in the real plane only depict part of a bigger whole. These sibling curves are obtained by restricting the domain of functions to those complex numbers that map onto real numbers. The existence of these sibling curves explains the existence of “imaginary” roots for these functions visually. Our suggestion is that this new approach be introduced to students by imparting the visual presentation as exposed in the paper to offer a richer teaching and learning approach to the topic. Furthermore this provides a new way of employing technology to visualise concepts and curves that were previously not noticed.
Exploring Investigative Activities in Numerical Analysis
reports on a teaching experiment using investigation activities in a numerical
analysis course. The main aim of this study is to understand the mathematical
processes used by university students when exploring investigation activities
and the teaching and learning implications of this kind of activity. The study stands
on a qualitative and interpretative methodology
based on case studies of groups of students. The participants were the
numerical analysis students of the 2nd year of the
Belinda Huntley, Johann Engelbrecht & Ansie Harding
A model for measuring a good question
In this study we develop a model for measuring how good a mathematics question is, which we call the Quality Index (QI) model. Based on the literature on mathematics assessment, we firstly developed a theoretical framework, with respect to three measuring criteria: discrimination index, confidence index and expert opinion. The theoretical framework forms the foundation against which we form an opinion of the qualities of a good mathematics question. We then formulate the QI that gives a quantitative value to the quality of a question. We also give a visual representation of the quality of a question in terms of a radar chart. We illustrate use of the QI model by applying the measure to question examples, given in each of two formats – provided response questions (PRQs) and constructed response questions (CRQs). A greater knowledge of the quality of mathematics questions can assist mathematics educators and assessors to improve their assessment programmes and enhance student learning in mathematics.
S.O. King, A.C. Croft, L. Davis, C.L. Robinson and J.P. Ward
Staff Perceptions of the One-Tablet Mathematics Classroom
Much has been written about the explosion in
the use of electronic/interactive whiteboards in British primary and secondary
schools. However, the research literature is pointedly vacuous when it comes to
interactive whiteboard use or penetration at the university level. This study
was therefore designed to fill this knowledge gap by providing information on
the use of interactive whiteboards in Higher Education. This study is based on
the use of interactive or electronic whiteboard-enabling devices such as Tablet
PCs (tablets) and Promethean Boards for Mathematics teaching by staff from the
Mathematics Education Centre (MEC) at
Obstacles in the Usage of Technologies in Teaching
Mathematics at the
Today most educators of mathematics recognize ICTs as essential for teaching and learning mathematics. Whereas the industrialised nations are currently exchanging ideas on how best ICTs can be used in teaching mathematics, many developing countries are still battling with merely, how to get started. Socio-economic factors and issues of access to ICTs have been identified as major hurdles which have to be overcome at the National University of Lesotho in order for the ICTs to be incorporated in the teaching of mathematics.
Fabrice Vanderbrouck presented by Viviane Durand-Guerrier
Functions at the transition between French upper secondary school and University
was proposed in more than seven universities in
How Mathematics Major Students should be taught