'Get down and get dirty in the mathematics': Technology and mathematical modelling in senior secondary

Applications and mathematical modelling have been a distinctive part of the senior secondary curriculum in Queensland for over two decades. Findings related to technology use from an on-going longitudinal study of this initiative are reported. Twenty-three teachers and curriculum figures from across the state were interviewed and artefacts related to technology use were collected from teachers. Teachers’ understanding of the nature of modelling and the potential for technology to be used at various junctures in the modelling cycle affected the extent of technology use in teaching and assessment. The culture of the classroom was perceived as being very different by teachers who made significant use of technology during modelling. Technology was also seen as being essential for the future successful teaching of applications and modelling

Empirical evidence for Niss' implemented anticipation in mathematising realistic situations

Mathematisation of realistic situations is an on-going focus of research. Classroom data from a Year 9 class participating in a program of structured modelling of real situations was analysed for evidence of Niss’s theoretical construct, implemented anticipation, during mathematisation. Evidence was found for two of three proposed aspects. In addition, unsuccessful attempts at mathematisations were related in this study to inability to use relevant mathematical knowledge in the modelling context rather than lack of mathematical knowledge, an application oriented view of mathematics or persistence

Medication Administration: interactive multimedia package for nurses

This program has been designed for undergraduate Nursing Science students to enable an in-depth investigation of the principles and practices of Medication Administration. From the Nurse's Station (see screenshot) you can select from: 1. Tutorials: The Tutorial has two purposes:- it teaches you how to use this software, and provides short teaching segments on different aspects of medication administration. It is recommended that if you are new to using computers you begin here. If you have any difficulties in the other sections, you may also need to refer to this section. 2. References: Provides a list of references used to produce this package. 3. Help: Provides balloon explanations of the screens and controls in the various sections. 4. Calculation: Allows you to practice calculating dosages required for different patients. 5. Principles of Administration: Is a short tutorial about administering medication. 6. Medication Round: Allows you to go on a medication round. 7. Quit: Exits the package

Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum

The term affordances is rising in prominence in scholarly literature in mathematics education generally and in technology in mathematics education in particular. A proliferation of different uses and meanings is evident. The roots and use of the term and some of its applications are explored in order to clarify its many meanings. Its potential usefulness for developing a framework for a new research project which aims to enhance mathematics achievement and engagement at the secondary level by using technology to support real world problem solving and lessons of high cognitive demand is investigated.E

Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching

Many efforts to improve science teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Across 3 years of Biology FEST, 89% of the department's faculty completed a weeklong scientific teaching institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. A semester after institute completion, the majority of Biology FEST alumni reported adding active learning to their courses. These instructor self-reports were corroborated by audio analysis of classroom noise and surveys of students in biology courses on the frequency of active-learning techniques used in classes taught by Biology FEST alumni and nonalumni. Three years after Biology FEST launched, faculty participants overwhelmingly reported that their teaching was positively affected. Unexpectedly, most respondents also believed that they had improved relationships with departmental colleagues and felt a greater sense of belonging to the department. Overall, our results indicate that biology department-wide collaborative efforts to develop scientific teaching skills can indeed attract large numbers of faculty, spark widespread change in teaching practices, and improve departmental relations