Module facelift: engaging student technology teachers with maths

In recent years a First Year Mathematics module for student Technology teachers has undergone a significant redesign due to a combination of factors. In 2010 a new tutor took over the module and began to add more content to the existing course in order to encourage students to engage with online resources, but a total redesign was not possible due to the limitations of the existing Virtual Learning Environment (VLE) (Moodle 1.9). In 2012, with support from the Learning Technology Unit, this course was restructured on the new Moodle 2.3 site in order that a new tool for quiz authoring and delivery could be embedded within the course. Previous technologies available were limited in various ways; with the arrival of this new tool sophisticated questions can be delivered and activities can be accessed on and off campus. In addition to this, the new version of the course includes tools for social networking and collaborative learnin

A mathematica‐based CAL matrix‐theory tutor for scientists and engineers

Under the TLTP initiative, the Mathematics Departments at Imperial College and Leeds University are jointly developing a CAL method directed at supplementing the level of mathematics of students entering science and engineering courses from diverse A‐level (or equivalent) backgrounds. The aim of the joint project is to maintain — even increase ‐ the number of students enrolling on such first‐year courses without lowering the courses’ existing mathematical standards

Improving retention for all students, studying mathematics as part of their chosen qualification, by using a voluntary diagnostic quiz

This case study demonstrates the issues and advantages in encouraging students to take responsibility for their learning and to be better prepared both in terms of knowledge and expectations for their study. The study outlines the improvement in retention achieved when students were encouraged to use a voluntary diagnostic quiz on a first year university mathematics module. Initially the power of the diagnostic quiz, in predicting future success on the module, was identified using predictive analytics. Students were contacted by experienced Education Guidance staff who encouraged them to take the quiz prior to course start with the aim of using their results to steer them to start on the “right” course. The diagnostic quiz total score was made available to the student’s course tutor prior to course start to enable further tailoring of support to individual students. Early indications show an improvement in early module retention. The module in this case study was for distance learning students on an open access mathematics course

Conversion of a mathematics course to CAL: A case study of a large‐scale rapid change of resources and organization

During 1994–95, first‐year maths for the BTechEd degree at the University of Glasgow was student‐centred, teacher‐supported A modular online maths course replaced a traditional, lecture‐based course. Students worked at their own pace, with timetabled and open access computer classes and/or paper handbooks. The course was evaluated by open‐ended measures, and study of examination outcomes, providing us with some pedagogical questions and some recommendations for change. With some adaptation, and with important questions still open, the new course will continue to run

A reappraisal of online mathematics teaching using LaTeX

The mathematics language LaTeX is often seen outside of academic circles as a legacy technology that is awkward to use. MathML - a verbose language designed for data-exchange, and to be written and understood by machines - is sometimes by contrast seen as something that will aid online mathematics and lack of browser support for it bemoaned. However LaTeX can already do many of the things that MathML might promise. LaTeX is here proposed as a language from which small fragments, with concise syntax, can be used by people to easily create and share mathematical expressions online. The capability to embed fragments of LaTeX code in online discussions is described here and its impact on a group of educators and learners evaluated. Here LaTeX is posited as a useful tool for facilitating asynchronous, online, collaborative learning of mathematics

Introduction of CAA into a mathematics course for technology students to address a change in curriculum requirements

The mathematical requirements for engineering, science and technology students has been debated for many years and concern has been expressed about the mathematical preparedness of students entering higher education. This paper considers a mathematics course that has been specifically designed to address some of these issues for technology education students. It briefly chronicles the changes that have taken place over its lifetime and evaluates the introduction of Computer Assisted Assessment (CAA) into a course already being delivered using Computer Aided Learning (CAL). Benefits of CAA can be categorised into four main areas. 1. Educational – achieved by setting short, topic related, assessments, each of which has to be passed, thereby increasing curriculum coverage. 2. Students – by allowing them to complete assessments at their own pace removing the stress of the final examination. 3. Financial – increased income to the institution, by broadening access to the course. Improved retention rate due to self-paced learning. 4. Time – staff no longer required to set and mark exams. Most students preferred this method of assessment to traditional exams, because it increased confidence and reduced stress levels. Self-paced working, however, resulted in a minority of students not completing the tests by the deadline

Software for Training in Pre-College Mathematics

The Intelligent Math Tutor (IMT) is a computer program for training students in pre-college and college-level mathematics courses, including fundamentals, intermediate algebra, college algebra, and trigonometry. The IMT can be executed on a server computer for access by students via the Internet; alternatively, it can be executed on students computers equipped with compact- disk/read-only-memory (CD-ROM) drives. The IMT provides interactive exercises, assessment, tracking, and an on-line graphing calculator with algebraic-manipulation capabilities. The IMT provides an innovative combination of content, delivery mechanism, and artificial intelligence. Careful organization and presentation of the content make it possible to provide intelligent feedback to the student based on performance on exercises and tests. The tracking and feedback mechanisms are implemented within the capabilities of a commercial off-the-shelf development software tool and are written in the Unified Modeling Language to maximize reuse and minimize development cost. The graphical calculator is a standard feature of most college and pre-college algebra and trigonometry courses. Placing this functionality in a Java applet decreases the cost, provides greater capabilities, and provides an opportunity to integrate the calculator with the lessons

Analysis of Cognitive Tutor Geometry Curriculum

The Carnegie Learning Cognitive Tutor curricula are based on cognitive models, which include a representation of the learner\u27s thinking, strategies, and misconceptions. The Cognitive Tutor curricula typically speed up learning and yield greater learning as compared to traditional math curricula (Morgan & Ritter, 2002; Sarkis, 2004; Koedinger, Anderson, Hadley & Mark, 1997). In 2003 - 2004, sixteen school districts in Iowa started implementing Cognitive Tutor Algebra I, which proved to be very successful. Due to the success of the program, its implementation was expanded to Geometry and Algebra II. This research focused on the implementation of Cognitive Tutor Geometry Curriculum in eight schools in Iowa. The purpose of this study was to develop a case study evaluation of eight schools. Significant gains in student growth were observed in all the participating schools. Geometry teachers from all participating schools were interviewed for the study to gain teachers\u27 perspectives about the curriculum. The Cognitive Tutor Geometry textbook was reviewed for coherence, focus and alignment of topics with Iowa Core Curriculum. This study presents both quantitative and qualitative analyses of the Cognitive Tutor Geometry curriculum

A case study in using electronic presentation media to teach mathematics

Over the past decade the United Kingdom (UK) Government has invested substantially in Information and Communications Technology (ICT) in all sectors of education. Investment has been in infrastructure, staff development and educational software. At the same time there has been concern about the achievements in mathematics of school leavers and about the decline in numbers of students choosing to study mathematics in Higher Education. Through its Widening Participation initiative, (UK) Government intends to increase the number of students entering Higher Education. An account is given of a project to make appropriate use of computer-based projection materials in the delivery of a two-week mathematics summer school for students about to enter a foundation year which would prepare them for to entry to degree courses in mathematics and technology. This study asserts that computer-based presentation material can be used to implement differentiated pedagogy which can assist in making mathematics accessible to a group of adults with a wide range of prior attainment in mathematics

The Effectiveness of Cooperative Learning Type Team Assisted Individualization Based on Constructivism Toward Ability to Think Mathematically Creative of Student

. Many students have difficulty and get low score in trigonometry. Some reason said this subject contains a lotof formulas and the teachers have not used the learning system that can make students more active. This study aims to determine the effectiveness of the implementation of cooperative learning type Team Assisted Individualization (TAI)based on constructivism towad students\u27 ability to think trigonometry creatively. This study is an experimental studyconducted at SMA Muhammadiyah 1 Semarang. Data collection technique is student activity observation and creativethinking ability tests of mathematical ability. The result shows classical completeness of creative thinking abilities ofstudents reached 85.7%. Value of creative mathematical thinking skills (KBKM) was influenced by students\u27 activity was78.4% and the value of Mathematical Creative Thinking Skills test experimental class was better than the control class. Itmeans that learning of mathematics trigonometry by applying the cooperative model type TAI constructivism based ismore effective than learning by using conventional learning models