Teaching Mathematics with Technology

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Birgit Loch Mathematics Engineering and Science Education Research Group Swinburne University of Technology [email protected] Teaching Mathematics with Technology

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Teaching Mathematics with Technology. Birgit Loch Mathematics Engineering and Science Education Research Group Swinburne University of Technology [email protected]. Overview. Why use technologies? Electronic writing in class and for recordings 2 ideas to change the way we teach - PowerPoint PPT Presentation

Transcript of Teaching Mathematics with Technology

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Birgit LochMathematicsEngineering and Science Education Research GroupSwinburne University of Technology

[email protected]

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/

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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”

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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

Teaching Mathematics with Technology

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