Novel Aspects of the Use of ICT in Mathematics Education

Caprotti, Olga; Seppälä, Mika; Xambó, Sebastian

doi:10.1007/978-1-4020-6262-9_51

Cited by 3 publications

(3 citation statements)

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“…Sepalla et al ( 2006) and Caprotti et al (2007) noted that the technical barriers hindering the development of on-line learning were not allowed for earlier. They stated that it was now practical to teach on-line using video conferencing for example.…”

Section: Further Research Studies Concerning Traditional Teaching And...mentioning

confidence: 99%

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Tularam

2018

IJMTL

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The traditional teaching approaches are generally teacher-directed and where students are taught in a manner that is conducive to sitting and listening. It is true that the traditional expectations and department philosophies often allow us to continue with the lecture-based model with some useful results as evident by the past accomplishments of many and this cannot be disputed as much. However it is often argued that the traditional approach may not provide students with valuable skills and indeed some even go as far as saying the traditional method leads to a student not retaining knowledge after exams - they have little or no recall of the body of knowledge learnt beyond the end of a semester, for example. The teaching of mathematics that is usually referred to or called non-traditional uses constructivist philosophy as its basis; this implicates strategies in which the individual is making sense of his or her universe. So the student is an active participant, which allows an individual to develop, construct or rediscover knowledge - a major goal that can be very time consuming process if taken literally for each student; alternately, there is also a philosophical position known as social constructivism; which suggests group work, language and discourse to be vital for learning in a cultural framework of the knowledge base; so the use of group work, discussion, and group solving problems in a cooperative manner lead to a discourse which is believed to be the most important part of learning process. It is argued that the non-traditional teaching is done using a problem solving approach; where the learner is the problem solver.Typically, university lecturers in mathematics and engineering are often not trained in the non-traditional classroom methods. Some have argued that even if they included non-traditional teaching in their universities in fact they may not be in reality using the so called non-traditional methods and goals. They argue that lecturers are often lacking the underlying philosophical knowledge of the non-traditional goals and objectives, and therefore they are not in a position to implement such methodologies and assessment techniques, in reality, even when they say they are.The non-traditional teaching and learning (NTTL) in mathematics and engineering needs to be well understood before any appropriate comparisons can be made with the older techniques if we are to do it in professional manner. For example the teachers of engineering courses need to reflect where the students are coming from, and where will they need to be after completing the course; also lecturers need to keep the context and goals of the course the degree program in mind while preparing for their class teaching content for the semester. So, we need to consider the knowledge, procedures, skills, beliefs and attitudes that will be expected for each student of mathematics or engineering at the end of the course that is to be taught in a time frame of 12 to 13 weeks; in addition to keeping the economic constraints of a university in modern times in check at all times.The computer based teaching technology (e-learning) is now constantly used in mathematics and engineering courses. The e-learning methodology is considered to be in line with the non-traditional approaches than the traditional teaching approaches; and this paper critically reviews the literature on mathematics and engineering that have made comparisons of the approaches outlined. The paper will specifically examine the advantages/disadvantages of the approaches as well the manner in which they influence performance of students in mathematics and engineering courses.

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Section: Further Research Studies Concerning Traditional Teaching And...mentioning

confidence: 99%

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Tularam

2018

IJMTL

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“…This online course in mathematics is the result of many iterations over the last decade, documented, for instance, in Seppälä, Caprotti, and Xambó (2006), Caprotti, Seppälä, and Xambó (2007), Ojalainen and Pauna (2013), which resulted in the course structure and methodology adopted currently and described in Pauna (2017). The course comprises heterogeneous learning activities, with the intension to accommodate a variety of study strategies.…”

Section: Introductionmentioning

confidence: 99%

Shapes of Educational Data in an Online Calculus Course

Caprotti¹

2017

Learning Analytics

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ABSTRACT. This paper describes investigations in visualizing logpaths of students in an online calculus course held at Florida State University in 2014. The clickstreams making up the logpaths can be used to visualize student progress in the information space of a course as a graph. We consider the graded activities as nodes of the graph, while information extracted from the logpaths between the graded activities label the edges of the graph. We show that this graph is associated to a Markov Chain in which the states are the graded activities and the weight of the edge is proportional to the probability of that transition. When we visualize such a graph, it becomes apparent that most students follow the course sequentially, section after section. This model allows us to study how different groups of students employ the learning resources using sequence analysis on information buried in their clickstreams.

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“…The problem of high failure rates at Mathematics in early years of graduations appears in many countries (Anderson and Loftsgaarden, 1987;Artigue, 2011;Caprotti et al, 2007;Machado, 2006;Tall, 1993;Zerr, 2010). Technology development allows to take advantage of computer to deepen students learning (Blackwell et al, 2007;Kaput, 1994;NCTM, 2000;Teodoro, 2002).…”

Section: Introductionmentioning

confidence: 99%

Interactive digital documents to promote active learning of undergraduate mathematics

Martins

Teodoro

2014

EUROPEAN J SCI MATH ED

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The Interactive Digital Documents (IDDs) are a set of materials designed to support the teaching/learning of Mathematical Analysis/Calculus for Engineering students. They are interactive and promote active participation of students in the teaching/learning by making students choose the options that make sense through ComboBoxes and CheckBoxes, and answer questions through TextFields. They are customizable and are the single document that the students need for the course either in the classroom or in study moments: it contents the slides, the support book, the notebook, the exercises list, etc. The DDIs promote student-centred, collaborative and active learning in which the student evolves at his own pace. They are complemented with the use of software and Moodle quizzes. The approach to concepts: emphasizes mathematics applications; is made starting from the real/concrete approach to the abstract viewpoint; to introduce a concept the focus goes only to that concept, it is not mixed with others; explores multiple representations of concepts, not only the analytical but also the numerical, graphical and verbal ones. The exercises are presented having in mind the proximal development zone of students. The DDIs were tested during a semester in an experimental class to which students bring their own laptop everyday. Their evaluation by the students was strongly positive.

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Novel Aspects of the Use of ICT in Mathematics Education

Cited by 3 publications

References 1 publication

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Traditional vs Non-traditional Teaching and Learning Strategies - the case of E-learning!

Shapes of Educational Data in an Online Calculus Course

Interactive digital documents to promote active learning of undergraduate mathematics

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