Teaching methods comparison in a large calculus class

Code, Warren J.; Piccolo, Costanza; Kohler, David R.; MacLean, Mark

doi:10.1007/s11858-014-0582-2

Cited by 28 publications

(14 citation statements)

References 21 publications

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“…The research findings are supported by many studies who tried to compare the procedural skills of students in experimental groups, taught by using ICT with those from control groups taught traditionally (Code, Piccolo, Kohler & MacLean, 2014;Arslan, 2010;Czocher, Tague & Baker, 2013). Result of these studies found that there is no significant difference between the two groups.…”

Section: Test Of Significant Difference In the Pretest And Posttest Psupporting

confidence: 57%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

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Section: Test Of Significant Difference In the Pretest And Posttest Psupporting

confidence: 57%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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“…Since its initial development in 2008, the instrument has been widely adopted with users particularly appreciating the detailed and nonevaluative nature of the TDOP based in large part on the view that postsecondary faculty are especially resistant to having the “quality” of their teaching be determined by a single score or rubric (Chism, 2007) and also the perceived need in the field for more rigorous methods to measure teaching as an empirical phenomena (AAAS, ). The TDOP has been featured in several research papers (e.g., Clark, Norman, & Besterfield‐Sacre, ; Code, Piccolo, Kohler, & MacLean, ; Finelli, Daly, & Richardson, ), adapted by other researchers (Smith, Jones, Gilbert, & Wieman, ) used in numerous studies focused on science education, and over 300 researchers have used the online version of the instrument (http://tdop.wceruw.org).…”

Section: Introductionmentioning

confidence: 99%

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

Hora

2015

Sci. Ed.

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Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems‐of‐practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about teaching in science classrooms in more multidimensional terms. Using descriptive statistics and social network analysis, I examine the teaching practices employed by a group of science and engineering faculty (n = 56). Results indicate the extensive use of lecturing with premade visuals (observed in 65% of all 2‐minute intervals comprising a class). However, the majority of instructors (n = 34) lectured for periods of 20 minutes or less. Using the Differentiated Overt Learning Activities (Chi & Wylie, 2014) framework to interpret TDOP codes, the data reveal lower rates of active learning modalities including “being active” (students answering questions, 28%; students problem solving (PS),15%), “being constructive” (students asking questions, 4%; students doing creative tasks, 2%), and “being interactive” (students working with peers to do creative tasks, 2%). Results indicate variation across disciplines and course contexts, that active learning is embedded within PowerPoint lectures, and that small group work exercises are not synonymous with constructivist activities. Implications for research, practice, and policy are discussed.

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“…To achieve increased conceptual understanding in classrooms there need to be valid and reliable measures of conceptual understanding. However, measuring knowledge of a given concept with acceptable validity and reliability is a major challenge for mathematics education researchers (e.g., Code et al 2014;Crooks and Alibali 2014). There have traditionally been two approaches to measurement.…”

mentioning

confidence: 99%

Measuring Conceptual Understanding Using Comparative Judgement

Bisson

Gilmore

Inglis

et al. 2016

Int. J. Res. Undergrad. Math. Ed.

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The importance of improving students' understanding of core concepts in mathematics is well established. However, assessing the impact of different teaching interventions designed to improve students' conceptual understanding requires the validation of adequate measures. Here we propose a novel method of measuring conceptual understanding based on comparative judgement (CJ). Contrary to traditional instruments, the CJ approach allows test questions for any topic to be developed rapidly. In addition, CJ does not require a detailed rubric to represent conceptual understanding of a topic, as it is instead based on the collective knowledge of experts. In the current studies, we compared CJ to already established instruments to measure three topics in mathematics: understanding the use of p-values in statistics, understanding derivatives in calculus, and understanding the use of letters in algebra. The results showed that CJ was valid as compared to established instruments, and achieved high reliability. We conclude that CJ is a quick and efficient alternative method of measuring conceptual understanding in mathematics and could therefore be particularly useful in intervention studies.

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Teaching methods comparison in a large calculus class

Cited by 28 publications

References 21 publications

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

Measuring Conceptual Understanding Using Comparative Judgement

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