Making the point: the place of gesture and annotation in teaching STEM subjects using pen-enabled Tablet PCs

Maclaren, Peter; Wilson, David I.; Klymchuk, Sergiy

doi:10.1093/teamat/hrx002

Cited by 7 publications

(20 citation statements)

References 16 publications

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“…However, for some, changes to university classroom layouts have meant an absence of suitable blackboard or whiteboard space for writing (cf. Maclaren, Wilson, & Klymchuk, 2018), and other changes to the learning environment related to the "massification" of higher education (Bergsten, 2012, p, 167) have put pressure on instructors to adopt various teaching technologies to deliver content more efficiently to growing numbers of students. Maclaren, Wilson, and Klymchuk (2018) conducted a qualitative study of the teaching practices of university instructors using penenabled tablet PC (penTPC) to teach lectures in undergraduate engineering, mathematics for engineering, and statistics courses.…”

Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

“…Maclaren, Wilson, & Klymchuk, 2018), and other changes to the learning environment related to the "massification" of higher education (Bergsten, 2012, p, 167) have put pressure on instructors to adopt various teaching technologies to deliver content more efficiently to growing numbers of students. Maclaren, Wilson, and Klymchuk (2018) conducted a qualitative study of the teaching practices of university instructors using penenabled tablet PC (penTPC) to teach lectures in undergraduate engineering, mathematics for engineering, and statistics courses. The researchers used video-recordings of lectures taught by 7 instructor participants to compare the teaching practices of their participants using penTPC with the "core elements of chalk talk" as described by Fox and Artemeva (2012, p. 33).…”

Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

“…Artemeva & Fox, 2011). Although Maclaren, Wilson, and Klymchuk (2018) concluded that teaching technologies such as the penTPC are likely to enhance teaching, they noted several issues that resulted from participant adoption of the technology. These included a reduction in the use of pedagogical gestures, technical difficulties with operating the equipment, and, as one participant described, the formation of an interpersonal barrier between the students and the instructor who needed to continually look down while teaching in order to operate the device.…”

Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

“…Cretchley, 2005). The IPs also listed time constraints, classroom configuration, and layout, namely, overly large lecture halls and/or insufficient board space (see also Maclaren, Wilson, & Klymchuk, 2018), as aspects of the learning environment that made engaging with students difficult. As university enrollments continue to increase, these issues are receiving a significant amount of attention.…”

Section: The Learning Environment: Teaching Style and Classroom Strucmentioning

confidence: 99%

“…Some scholars (e.g., Bullock et al, 2002;Maclaren, Wilson, & Klymchuk, 2018) believe that implementing teaching technologies such as wireless student response systems (also referred to as "clickers"), and web-based tools such as online tutorials, quizzes, and discussion forums, is one way to mitigate the risks associated with large class sizes while limiting the costs associated with higher ratios of instructors to students.…”

Section: Instruction In Introductory Stem Coursesmentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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University students' success in core mathematics courses has been linked to their overall academic achievement in many undergraduate programs. This finding has prompted an ongoing inquiry into the way mathematics is taught, focusing, specifically, on the university mathematics lecture-the most common instructional activity-and on the extent to which it is conducive to student engagement, regarded as key to successful learning. This dissertation reports on a multimodal study of student engagement in undergraduate mathematics lectures with the purpose to develop a context-specific understanding of student engagement, and identify and describe aspects of university mathematics teaching that impact student engagement. A theoretical and analytical framework combining concepts from discourse studies, Vygotskian sociocultural theory, situated learning, multimodality, speech theory, and gesture studies is used to investigate university mathematics teaching as a complex discursive practice. The study responds to First and foremost, I would like to thank my supervisor, Professor Natasha Artemeva, whose guidance and support have seen me through so many years of study and growth. Natasha, you have taught me so much. Thank you, for everything. To my wonderful parents, Virginia Bourget and Patrick Fogarty, thank you for always being there, for all your love and encouragement. To my partner in adventure and happiness, Hasi Eldib, your love, warmth, kindness, support, and caring are a gift. Thank you for always making summer feel close at hand. I love you. Thank you as well to all those who helped me along the way: To Professor Janna Fox and the members of my doctoral committee, Professor Sigrid Norris, Dr. Silva Ladewig, and Professor Iosif Polterovich, as well to my examiners Professor Christine Räisänen and Dr. Janet Mantler, thank you all for your time and invaluable feedback. And to my research participants, without whom this dissertation would not exist, thank you for your time and sharing. Joan Grant, Connie Wall, Tracey Wright, and Mike Barker, thank you for all that you do, every day, for the students and members of our department. Thank you for all your help. Special thanks to Claire and all the other wonderful, brilliant women with whom I have had the pleasure of sharing so many hours of hard work and writing: Christen, Codie, Janna, Lauren, Lisa, Nina, and many more. Thank you for laughing, listening, cheersing, collaborating, brainstorming, blue skying, and of course, for the countless units. I am so fortunate.

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Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

Section: The Chalk Talk Learning Environmentmentioning

confidence: 99%

Section: The Learning Environment: Teaching Style and Classroom Strucmentioning

confidence: 99%

Section: Instruction In Introductory Stem Coursesmentioning

confidence: 99%

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Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Fogarty-Bourget¹

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Teaching and Learning Mathematics with Digital Technologies

Attard

Calder

Holmes

et al. 2020

Research in Mathematics Education in Australasia 2016–2019

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This chapter provides a critical synthesis of research on technology-related classroom practice from the early years of schooling through to tertiary and initial teacher mathematics education. The synthesis considers ways in which research has explored the use of digital technologies through the three dimensions identified by Pierce and Stacey's map of pedagogical opportunity: mathematics content (subject), in classroom interactions (classroom), and through task design (task) (2010). The chapter also provides a synthesis of the research methodologies undertaken within the included studies. The review concludes with a discussion of emerging themes and a range of future directions for research into technology-related mathematics education.

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Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations

et al. 2020

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Making the point: the place of gesture and annotation in teaching STEM subjects using pen-enabled Tablet PCs

Cited by 7 publications

References 16 publications

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Facilitating Student Engagement in Undergraduate Mathematics Lectures: A Multimodal Investigation

Teaching and Learning Mathematics with Digital Technologies

Categorizing teachers’ gestures in classroom teaching: from the perspective of multiple representations

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