Session 2E - Paper 1
Technology Enhanced Teaching of Mathematics at City University London
Martin Agombar - City, University of London, Learning Enhancement and Development (LEaD)
Doctor Joel Armando - City, University of London, Learning Enhancement and Development (LEaD)
This paper presents the experiences of lecturers teaching Maths-related subject with technologies. Two main approaches are discussed: the use of online quizzes to provide more opportunities to practice and how screencasts are produced to emulate whiteboard explanations.
Maths is crucial for many students in Higher Education. Yet it has been reported that the transition to higher education in Maths-related careers presents several challenges for students (Lawson, 2015) which can have negative consequences both for grades and retention.
In this paper we share the initial results of a project developed by part of the Educational Technology team at LEaD to gather requirements for mathematical teaching. In this project, we conducted interviews with lecturers teaching Maths-related subjects at City and explored and evaluated the tools they use to enhance their teaching. We complemented these findings with information from our own experience as educational technologists.
In the first part of the presentation, we will present the main findings of this project to provide an overview of the practices associated with teaching Maths related subjects. Particularly, we will focus on two frequently used technology-enhanced approaches to teach Mathematics. The first approach provides students with more opportunities to practice and consolidate new skills by using quizzes on Moodle. Quizzes allow the creation of randomised questions and automatic marking which saves lecturers’ time and provides quick feedback to students.
The second approach recognises the importance of using the whiteboard to help students to create mental images of abstract concepts. Some lecturers provide online resources to emulate the whiteboard presentations. In Moodle, whiteboard-like videos are used to anticipate the topics that will be covered in the class and to provide feedback.
To explain, we provide some examples of how lecturers use quizzes and video resources. We take a balanced view of the technologies involved, indicating how they have been used constructively whilst highlighting some areas where lecturers have run into problems.
In presenting this paper we hope the attendees can learn from other lecturers’ experiences and find potential takeaways for their own practice.
Lawson, Duncan. “Chapter 4: Mathematics Support at the Transition to University.” In Transitions in Undergraduate Mathematics Education, edited by Michael Grove, Tony Croft, Joseph Kyle, and Duncan Lawson, 2015.