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E-learning in Mathematics
 

E-learning in Mathematics

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Keynote speech, together with Natasa Brouwer, on closing gaps on Maths entry knowledge in the Netherlands.

Keynote speech, together with Natasa Brouwer, on closing gaps on Maths entry knowledge in the Netherlands.

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  • Goal of this part: Want to explain design, give examples of tools, use your own tools in the right way End: Go out, try it We focus on e-maths Not one-is-better, but what fits your students? What fits your course Many reasons to use it
  • Opdracht moet voor punten Course design
  • Not one reason for e-learning, but many reasons
  • http://www.youtube.com/watch?v=fW8amMCVAJQ

E-learning in Mathematics E-learning in Mathematics Presentation Transcript

  • Closing the gap: The Dutch perspective on solving mathematics problems Dr. Natasa Brouwer Dr. Koos Winnips
  • Dear Maria
    • We’re angry. We’re noticing we are not up to university education. On a daily basis we notice we have not have enough maths on high school. So, now we have to enroll remediation programmes or stop our studies. Our teachers are compaining, but what can we do? We wished we had more maths on high school.
    • Now you are working to improve education. Good idea, but you are planning to do less maths? If that continues the new students can’t understand anything. We would like to have more maths. We hope you keep thinking for a while.
    • Cheers,
    • 10.000 students
  • Letter to Maria
    • Students not satisfied with transition
    • 2006: “Dear Maria” petition by 10.000 students and HE lecturers:
    • “ I had a good grade in secondary school but I cannot cope with HE mathematics”
  • Concerns of the HE teachers: low success at the first mathematics exam Source: Transition monitor, project NKBW, 2008-2010 Institution Cohort No. students Pass 1 st exam RUG 2007 159 25% UU-chemistry 2006 83 25% UM-business 2006 1030 47% TUD-science 2007 345 37% Fontys-tech 2007 48 40% UU-economy 2007 262 38%
    • What’s the problem?
    • Choices and organisation
    • Results of projects
    • Didactics
    • What can you do?
  • Monitor: Students NOT satisfied on transition in the Netherlands Transition from secondary to university education. Dutch national survey, Transition monitor, NKBW project 2010. maths: technology students maths: economy students Englsh: technology students Englsh: economy students %
  • Transition problem - Context
    • Lisbon agreement of the European community
      • 50% of population university education
      • 15% more students in natural sciences (2000-2010)
    • Netherlands: changes in secondary school in the 90’s
      • profiles (science, economics, society and culture)
      • math in context
      • graphical calculator
  • Strategies to bridge the gap
    • help students to bridge the gap (2003-2006)
      • remedial education after secondary school
    • minimize the gap between secondary and higher education (2007 -
      • collaboration between secondary and higher education
      • tuning the test in algebraic skills: exit test = entrance test
      • monitor the transition gap
  • Dutch projects
    • Institutional activities and projects
    • ICT national projects with up to 3 partners
      • material
      • methods
      • tools
    • Collaboration between projects – SIGMA - S pecial I nterest G roup M athematics A ctivities
    • ICT national projects with up to 20 partners
      • National knowledge bank of materials
      • Pilots and collaboration (HE and SE)
      • Applications: intelligent tools and applications, feedback
    • ICT national projects up to 5 partners
      • Other transitions
      • Higher years
    2003 2004 2006 2007 2009 2011
    • tests in algebraic skills:
      • secondary school to diagnose and practice
      • starting point of the remedial courses at university
      • establish commitment of teachers (SE and HE)
    • monitoring
      • evidence based research
      • trends in bridging the gap: inform the stakeholders and society
    Minimize the gap
  • Peter Riley Bahr, Res High Educ (2008) 49, 420-450. research sample: 107 colleges, 85,894 freshmen Importance of remedial mathematics courses
  • Transitional Remedial Courses Source: European project STEP ( Studies on transition electronic Programmes ) Database: http:// www.science.uva.nl /onderwijs/database/step/public/ index.php
  • Transitional remedial courses: didactic scenario Source: European project STEP ( Studies on transition electronic Programmes ) Database: http:// www.science.uva.nl /onderwijs/database/step/public/ index.php
  • Transitional remedial courses: educational vision Source: European project STEP ( Studies on transition electronic Programmes ) Database: http:// www.science.uva.nl /onderwijs/database/step/public/ index.php
  • eMathematics
    • 7 Reasons to use e-learning in Mathematics
    • Puts students to work (practice in their own time)
  • Unlimited practice
  • Direct feedback
  •  
  • Passive -> active learning
    • Dale (1969)
    • Fits many styles of learning
    Wizmo http://www.wizmo.nl/en/home.html
  • You can share materials http://ocw.mit.edu/high-school/calculus/applications-of-antidifferentiation/separable-equations-modeling/
  • Sharing materials
    • Khan Academy
    • http://www.khanacademy.org/exercises?exid=equivalent_fractions
    • Build it yourself:
    • http://www.screencast-o-matic.com/create
  • iTunesU
  • Safe to make mistakes
    • CLa$$y:
    • Dr Math: do you have any math questions for me today?
    • Cla$$y: yes, arithmetic nd geometric sequences
    • Dr Math: ok, can you tell me if this is an arithemtic or geometric sequece 8 10 12 14 16...
    • Cla$$y: arithmetic
    • Dr Math: right and this one 3 6 12 24 48 ....
    • Cla$$y: geometric
    • Dr Math: right. so what's your questions now
    • Cla$$y: how do we find out wat ur 'nth' term is
    • Dr Math: when you have a sequence you need to determine the first term and the "delta". for the arithmetic sequence 8 10 12 14 16 the first term is 8 and the delta is 2. the formula ofr the nth term is an = a1 + (n-1)d
    • Butgereit (2008), Meraka Institute CSIR, Pretoria
    (14:37:58) smartie: yes can you tell me hw 2 calculate the area of a circle (14:38:24) dr.math: sure, do you have a radius? (14:38:55) smartie: 7.2cm (14:39:14) dr.math: so if you have a radius then the area of the circle is pi x radius x radius
  • Keep dancing!
    • Leadership lessons from a dancing guy