Post on 22-Feb-2016
description
Birgit LochMathematicsEngineering and Science Education Research GroupSwinburne University of Technology
bloch@swin.edu.au
Teaching Mathematics with Technology
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Overview• Why use technologies?• Electronic writing in class and for
recordings• 2 ideas to change the way we teach• Immediate feedback (Step 1 and Step 2)• Roaming about
Teaching Mathematics with Technology
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Chalk and blackboard?
• It worked for us!
• It needs minimal preparation and no post-production
www.cosmosmagazine.comTeaching Mathematics with Technology
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What’s wrong with chalk and blackboard?
• We are teaching mostly non-mathematicians
• Your back to students
• It is focused on face to face teaching
www.cosmosmagazine.comTeaching Mathematics with Technology
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What’s wrong with PowerPoint? PDF slideshows?• An example from MathsCasts
(also investigated with Jordan, Lowe, Mestel & Wilkins (2011))
• Handwriting gives you ‘a sense of “doing maths”’ • ‘Handwriting imparts methodology better’• Students need to see how handwriting is set out• But: typed is neater and easier to read!Teaching Mathematics with Technology
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How did I get involved in educational technologies?• Teaching first year calculus and linear
algebra at UQ Loch (2005)
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Electronic writing in class
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Student feedback• “Perfect lecture set up. Perfect course for that matter,
I’ve really enjoyed this subject, each maths subject should have this setup” (UQ student, 2004)
• “It brings the whole lecture virtually anywhere along with you. Loved it. Great approach.” (Swinburne student, 2010)
• “I found the slides to be vital in my learning” (Swinburne student, 2010)
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Lecturer feedback• led to more engagement with technology in
general• made lectures more dynamic• have led to a change in teaching approaches
• “Students are now more involved in contributing”• “In terms of how the use has invigorated my
teaching. […] For the first time in years I have felt excited about my teaching and that is reflected in how I interact with students. So then they get excited”
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“Pen screens”• This technology may already be available
in a lecture theatre near you!
• Would you recognize a pen screen?Teaching Mathematics with Technology
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Lecture recording• “You can’t do this. Students won’t come
to class any more”
• Well, actually … > Study at USQ with on-campus students> Students kept turning up!> They quoted “interaction” and “being
able to ask questions” as reasons
Teaching Mathematics with TechnologyLoch (2010) and Loch (2011)
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Short focused recordings• “There’s an app for this”
Teaching Mathematics with Technology
ScreenChomp
Mathscasts.org
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Student feedback• “Yes, I watched them all. They are fantastic,
much better than a typed response.”
• “Every time I get stuck on something, I’ll go back to a MathsCast, and it makes it a bit easier to go through questions out of a book” .
• This student also said that not only does he find maths easier to grasp, but he has even started enjoying it.
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Changing the way we teach• What if your students watched a short
screencast demonstrating how to explain a solution in an assignment?
BEFORE they attempt the assignment.
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The flipped classroom
• You record the important points of your lecture and expect your students to watch BEFORE they come to class
Teaching Mathematics with Technology
http://www.knewton.com/flipped-classroom/
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The flipped classroom
• Class time is used to discuss misconceptions, to get students to work through problems, to provide immediate feedback
Teaching Mathematics with Technology
http://www.knewton.com/flipped-classroom/
Immediate feedback (step 1)• Audience response systems (“clickers”)
• Revision• Explaining where students often go
wrong• Checking understanding
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Some student feedback
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Some student feedback•“Changes the form of the lecture”
•“Can move on if everyone understands a question”
•“Can cover in more detail if misunderstanding”
•“Fun”
•“Helps gauge class/own understanding”
Teaching Mathematics with Technology
Challenging misconceptions
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Encouraging deeper understanding
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A warning…• The results from clickers questions can
be demoralising!
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The problem with clickers
A)B)C)D)
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Immediate feedback (step 2)• Advanced Concepts Teaching Space
(UQ, with Diane Donovan (submitted))
• 100 pen-enabled screens, SynchronEyes software
• Test revision sessions
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Selecting student work
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The sessions• Students were given (incorrect) solutions to
potential test questions, and asked to mark.
• Students were asked to solve potential test questions
• Student work was then selected, displayed and discussed
• Interaction took time
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Student feedbackThemes from comments:• ‘engaging’• ‘involved’• ‘interactive’• ‘fun’• ‘useful’• ‘cool’
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2011: Did you learn more in the ACTS lab session than you would have in a normal classroom? (n=87)
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Lecturer feedback“Was able to emphasise the principles of problem solving strategies, analytical thinking and logical presentation, and to implement these strategies straight away.”
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Is there a cheaper version?• Tablet PCs for students• Graphics tablets connected to lab
computers
• MeTL software (Monash Uni)
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Exam preparation sessions• Offered by the Maths and Stats Help Centre
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Roaming aboutIn a large lecture theatre,
• what if you were no longer physically separated from your students?
• what if you gave the stylus to your students?
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Going wireless• Various solutions
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http://www.monash.edu.au
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ExampleSolve:
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More research needed!• Best practice in the use of technologies for
mathematics learning and teaching
• How to involve other lecturers in the effective use of educational technologies?
• What PD is needed?
• How to convince ITS divisions?
Teaching Mathematics with Technology