23 research outputs found
Improving proof comprehension in undergraduate mathematics
When studying for a mathematics degree, it has been shown students have great difficulty working with proof (Moore, 1994). Yet, to date, there has been surprisingly little research into how we could improve the way students study mathematical proofs. Furthermore, there is relatively less research on students' proof comprehension skills when compared with that of their proof construction skills (Ramos and Inglis, 2009).
The aim of this thesis was therefore to build upon the existing proof comprehension literature to determine methods of improving undergraduate proof comprehension. Previously, text based manipulations (e.g. Leron, 1985; Rowland, 2001; Alcock, 2009a) have been tested as a way of improving proof comprehension but these have often not been as successful as we would have liked. However, an alternative method, called self-explanation training, has been shown to be successful at improving comprehension of texts in other fields (Chi et al., 1989; Wong et al., 2002; Rittle-Johnson, 2006; Ainsworth and Burcham, 2007).
This thesis reports three studies that investigate the effects of self-explanation training on proof comprehension. The first study confirmed the findings of previous self-explanation training research in other fields. Students in the study who received the self-explanation training showed a significantly greater understanding of the proof text compared to that of a control group.
Study 2 used eye-tracking analysis to show that self-explanation training actually changed the way students in the study read proofs; they concentrated harder on the proof (as measured by mean fixation durations), and made more between-line transitions.
The final study revealed that self-explanation training can be implemented into a genuine pedagogical setting with relative ease and also showed the positive effects on proof comprehension last for a longer term of three weeks.
From the findings of the research reported in this thesis it can be concluded that many students who participated in these studies appeared to have the knowledge required to understand proofs, it is perhaps they just needed some guidance on how to apply their knowledge. Self-explanation training appears to do this as it significantly improved proof comprehension in the short-term as well as offering longer-term benefits. More research will be needed to confirm these findings, given that the studies here involved participants from only one UK university on what would be considered as typical mathematics degree courses for the UK. However, these findings are promising and provide the foundation for improvements in undergraduate proof comprehension
Reviewing Coventry University’s Mathematics Support Centre 2016-17:Ideas and Inspiration
The academic year 2016-17 was one of outstanding achievement for the sigma Mathematics Support team at Coventry University. We had a further increase in the take-up of sigmas range of services by students from all faculties and our feedback has been enthusiastically positive. Above all, the team has taken some innovative approaches to support and inspire Coventrys ever-growing body of students and staff. This article aims to provide insight into our services and to provide perhaps some inspiration and ideas that other support centres can use
Howcloud: Round-the-Clock Maths Support
HowCloud is a browser-based platform that offers students support with maths and stats off-campus and out-of-hours. A student submits a question from their computer, tablet or mobile phone. A member of Coventrys maths stats support team is alerted and posts an online reply
Investigating and improving undergraduate proof comprehension
Undergraduate
mathematics
students
see
a
lot
of
written
proofs.
But
how
much
do
they
learn
from
them?
Perhaps
not
as
much
as
we
would
like
–
every
professor
knows
that
students
struggle
to
make
sense
of
the
proofs
presented
in
lectures
and
textbooks.
Of
course,
written
proofs
are
only
one
resource
for
learning;
students
also
attend
lectures
and
work,
independently
or
with
support,
on
problems.
But,
because
mathematics
majors
are
expected
to
learn
much
of
their
mathematics
by
studying
proofs,
it
is
important
that
we
understand
how
to
support
them
in
reading
and
understanding
mathematical
arguments.
This
observation
was
the
starting
point
for
the
research
reported
in
this article.
Our
work
uses
psychological
research
methods
to
generate
and
analyse
empirical
evidence
on
mathematical
thinking,
in
this
case
via
experimental
studies
of
teaching
interventions
and
quantitative
analyses
of
eye-‐movement
data.
What
follows
is
a
chronological
account
of
three
stages
in
our
attempts
to
better
understand
students’
mathematical
reading
processes
and
to
support
students
in
learning
to
read
effectively
Supporting nursing students' mathematical understanding
A key component of any nursing course is the ability to confidently, and competently, use basic mathematical skills. Indeed, without such skills they would be unable to work safely and successfully in the profession (McMullan, Jones, and Lea, 2012; Choudhary and Malthus, 2017). Furthermore, many nursing students come on to their courses having not studied any form of formal mathematics for years and are very likely to have some form of maths anxiety (McMullan, Jones, and Lea, 2012). sigma Maths Support at Coventry University have developed a programme, in partnership with the Faculty of Health and Life Sciences (HLS), to support these students with their mathematical skills using a variety of small interventions. The interventions require little time and effort to prepare and have proven to be very successful. This article will discuss the methods used, including diagnostic testing, the use of ‘Numbas’, and self-explanation training (as described in Hodds, 2017), alongside the outcomes of the programme
CETL-MSOR 2021, How did we do it?
In 2021 the Continuing Excellence in Teaching and Learning in Maths, Stats and Operational Research (CETL-MSOR) was hosted as a hybrid event for the first time. The event was attended by delegates from around the world both in-person and virtually through the use of Microsoft Teams live events. Presenters were also able to present from their homes or present with others in different locations, including at the conference venue in Coventry. This article is written by the chair of the organising committee and provides an insight into how the conference was organised and run behind the scenes, giving advice and feedback for future hybrid conference organisers to learn from