Combining student-led lab activities with computational practices to promote sensemaking in financial mathematics

Perrotta, Adamaria; Dolphin, Rian

doi:10.5281/zenodo.5636984

Cited by 1 publication

(4 citation statements)

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“…The same lab structure is proposed each week, but it is applied to different kinds of practices. A detailed description of the design of lab practices and case studies examples can be found in [11]. For labs, there is no pre-class assignment, and practices are entirely covered in class; students can download working questions only one hour before the class to read them.…”

Section: Settingmentioning

confidence: 99%

“…As described in [11], lab activities in ACM30070 are intended to build a teaching environment in which students can develop both a deeper and more robust knowledge and a Financial Mathematics identity. The weekly schedule, the technology and logistics chosen, and the staff selection were conceived to support these objectives and to prepare students to be independent learners.…”

Section: Settingmentioning

confidence: 99%

“…The weekly schedule, the technology and logistics chosen, and the staff selection were conceived to support these objectives and to prepare students to be independent learners. As outlined in [11], all lab activities were designed following the steps of the sensemaking process described in the Theoretical Framework and using inclusive computational practices.…”

Section: Settingmentioning

confidence: 99%

“…In this scenario, Computational Finance emerges as a novel interdisciplinary field within Applied Mathematics, carrying significance in the mastery of Financial Mathematics and computational thinking. While the proliferation of Financial Mathematics programs has been extraordinary in recent years, it is crucial to recognize that research focusing on the Computational Finance curriculum remains limited [9][10][11].…”

Section: Introductionmentioning

confidence: 99%

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Investigating the Knowledge Co-Construction Process in Homogeneous Ability Groups during Computational Lab Activities in Financial Mathematics

Barana,

Boetti,

Marchisio

et al. 2023

Sustainability

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Inclusive computational practices are increasingly being employed to enrich knowledge and facilitate sensemaking in STEM education. Embedding computational activities in Computer-Supported Collaborative Learning environments can enhance students’ experiences. This study aimed to investigate the knowledge co-construction process within tailored student-led computational lab activities designed for a Computational Finance module. In particular, this study focused on the analysis of the effects of different lab practices and of group composition on knowledge co-construction. The groups designed for the lab activities were internally homogenous in terms of student ability. The sample consisted of 396 answers to a weekly survey filled out by all 50 of the undergraduate students who attended the module during the AY 2020/2021. The qualitative analysis relied on an adapted version of the Interaction Analysis Model designed by Gunawardena and colleagues for collaborative knowledge construction. Quantitative analyses were then conducted to study how the different lab practices and the composition of the groups affected the interaction. The findings revealed that, although the lower phases were the most prevalent, significant negotiations of meaning and discussions were activated, especially in tasks guiding towards sensemaking. Furthermore, the groups composed of lower-achieving students were the most engaged in negotiating and improving understanding as a result of the group interaction.

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Section: Settingmentioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Section: Settingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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