Mathematics lecturing in the digital age

Abstract

In this paper we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of electures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question.Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

Multimedia resources designed to support learning from written proofs: an eye-movement study

“…3 Mean proof comprehension test scores for e-Proof and textbook groups at immediate and delayed test. Error bars show ±1 SE of the mean student experiences (Trenholm, Alcock, & Robinson, 2012), and because student experience surveys are becoming increasingly influential in the UK context where this study took place (Cheng & Marsh, 2010).…”

Incorporating technology-based learning tools into teaching and learning of optimization problems

“…Students perceive the use of screencast video positively due to the flexibility to adjust the speed of the video as well as the accessibility at anytime and anywhere on most devices [12,13,14]. On the contrast, there is a prevailing view that students may receive knowledge passively through screencast video [12] due to lack of interactive communication with instructor and peers [13,14]. Although screencast offers an option for providing supplementary learning [12,13], it is crucial to support learners with effective instruction [12].…”

"Give me one reason why this is true": A multimodal investigation of the strategies used by university teachers of mathematics to elicit responses from students

“…These trends of institutional expansion and globalization are occurring simultaneously with recent advancements in technology (Redden, 2009). The meeting of increased growth, global interconnectedness, and new technologies has created a push towards a preference for online learning and away from face-to-face teaching (Trenholm, Alcock, & Robinson, 2012). To meet the increasing demand for training new faculty and Give me one reason why this is true 2 to fully understand the implications of increased online learning, research into interactive teaching practices is particularly pressing.…”

“…In mathematics, e-lectures and various kinds of other online learning forums are becoming more common (Trenholm, Alcock, & Robinson, 2012). For example, Cretchley (2005) has observed that developing educational technologies provide a host of new opportunities and that online stimuli are replacing the role of teacher, the effects of which are likely being felt most keenly at the tertiary level.…”