Student-centred approaches in Mathematics

Student-centred approaches in Mathematic

Lecture capture literature review: A review of the literature from 2012-2015

Lecture capture literature review: A review of the literature from 2012-201

The impact of using electronic voting systems for university mathematics teaching: a multi-institutional perspective

This study focused on the research question: What is the impact of using the educational technology, Electronic Voting Systems (EVS), for undergraduate mathematics teaching? The question is addressed from two perspectives. First, a survey study was designed to ascertain the views of academics from multiple institutions in the UK on how they have incorporated the use of EVS in their undergraduate teaching. This showed that the EVS use influences instructor pedagogical principles for creating and using mathematics questions in undergraduate classrooms. It has also catalyzed active instructor-student feedback in real time, while facilitating student (cognitive) engagement through the provision of mathematical problem solving in real time. Secondly, a finer grained evaluation study was conducted, based on classroom observations and limited student interview data, and showed that, pedagogically, the use of specific EVS-based mathematics questions has helped in aligning teaching with learning, so as to achieve intended learning objectives. Its use has also helped in enhancing student cognitive engagement through feedback predicated on deliberate practice. However, the study did not show any demonstrable impact of EVS use on student performance, attendance or retention

'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems

University classes in Mathematics are traditionally perceived to be uninspiring and devoid of active student–lecturer communication. Large undergraduate classes further compound the difficulty of engaging students and enabling viable student–lecturer feedback. At the Mathematics Education Centre, Loughborough University, some staff members have been using electronic voting systems (EVS) to enliven the classroom and enable large numbers of students to respond to questions in real time during class. In this paper, we present an evaluation case study, based on student perceptions, of the impact of EVS use on student learning and engagement. The results show that majority of students are hugely positive about the usefulness and overall advantageousness of EVS use in classes. Results also show that EVS use does increase the likelihood of students participating and engaging in class, as even students who do not view EVS as being particularly useful stated that they are more likely to participate in classes where EVS are used than otherwise. However, there seems to be no correlation between EVS use and improvement (or otherwise) in student grades

An investigation of Physics undergraduates’ attitudes towards mathematics

In recent years, the failure rate on first year mathematics modules on Physics courses at Loughborough University has given cause for concern. It was feared that failure in the first year would result in students performing poorly in future mathematics modules. Hence, a proactive support system was introduced for the mathematically less well-prepared first year Physics students in October 2005. On completion of the first mathematics module, this initiative showed some successful features in terms of the results of the less well-prepared students. However, the use of qualitative research methods revealed a difference in attitudes towards mathematics between the wellprepared and less well-prepared students. This paper outlines the students’ attitudes towards mathematics expressed through questionnaires and individual interviews. It compares the well-prepared and less well-prepared students’ attitudes towards mathematics prior to university and discusses the differences between the two cohorts. The paper also examines how the introduction of a support system has affected the students’ attitudes. A key outcome, in terms of the less well-prepared students, is that the first semester experience was positive in terms of increasing enjoyment of mathematics, but was negative in terms of feeling confident in mathematics. Finally, the paper also analyses data taken from individual interviews with some students on students’ learning approaches towards mathematics. These are investigated closely and comparisons are again made between the well-prepared and less well-prepared students. The analysis reveals that the less well-prepared students failed to adapt their learning approach to one suitable for Higher Education

Mathematics lecturing in the digital age

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed

Progression of engineering students who attended a pre-sessional residential summer school

'Flying Start', a pre-sessional residential summer school was first held in September 2003 for incoming undergraduates, in the Department of Electronic and Electrical Engineering, with a weak or non-traditional mathematical background. In addition to mathematics sessions, the programme included an emphasis on key skills workshops, group work, evening social activities and an introduction to the Mathematics Learning Support Centre (MLSC) and its facilities. The MLSC, open to everyone at Loughborough University, has a wealth of mathematics support material and offers oneto- one mathematics support, which is available on a drop-in basis. Due to the success of the first 'Flying Start', the pre-sessional school ran annually for four years and intake was widened to include students, who met the criteria, from engineering or engineering related disciplines. Following the first three summer schools, attendees who scored less than 50% on a mathematics diagnostic test, were also offered additional individual support with their mathematics modules during their first year of study. This paper presents the findings of a longitudinal study tracking retention rates and degree classification of students who attended the 2003 and 2004 ‘Flying Start’. These results are compared to those obtained by non 'Flying Start' attendees who entered the same department in the Engineering Faculty in 2004. Conclusions are drawn about the effectiveness of the mathematics support offered to students who enter university with a weak mathematical background

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study, we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning. A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the USA, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. In addition, a novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching. Results show that assessment and feedback practices are varied and complex: in particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer--human interactions (e.g. via computer-assisted assessment systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested

The effectiveness of computer-aided assessment for purposes of a mathematical sciences lecturer

Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers’ practices of using CAA on their mathematics courses. The interview with these lecturers revealed that the CAA system did provide many benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led to diverse practices and a desire to change system

Lecturers’ perspectives on the use of a mathematics-based computer-aided assessment system

Computer-aided assessment (CAA) has been used at a university with one of the largest mathematics and engineering undergraduate cohorts in the UK for more than ten years. Lecturers teaching mathematics to first year students were asked about their current use of CAA in a questionnaire and in interviews. This article presents the issues that these lecturers faced as they made use of this assessment tool. Lecturers explained how they attempted to overcome these issues. The findings show that while the lecturers were happy to use the CAA system because it is efficient and timesaving, there were concerns that it might not always be beneficial for students. The bases for lecturers’ concerns were that some students developed tendencies to depend on the feedback to complete assessments and to develop procedural, context-dependent strategies for solving problems