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Elephant Delta day 1 – Dr R Nazim Khan from The University of Western Australia on Assessments: An Open and Closed Case

Blogging from The Tenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

R Nazim Khan – UWA (photo taken from http://www.uwa.edu.au/people/nazim.khan)

See paper: Assessments: an open and closed case.

Looking at the difference between open book exams and closed book exams.

Closed book exams: How much can a student hold in their head. Only demonstrates what students can do with what they’ve memorised.

Open books exams are more like real life.

These ideas don’t have any data in them. There is research about which is ‘better’. Bailie and Toohey: Not clear that open book is really any better.

First year stats level: Can we investigate whether open or closed book leads to different understanding. Observational study:

Univariate statistical methods and some probability with an open book assessment.

Not possible to compare open book assessment with previous years due to other variations.

Because it was open book:

Students had copied down solutions from old tests: Not a good sign.…

By Jonathan Shock| November 23rd, 2015|Conference, Elephant Delta 2015, Uncategorized|1 Comment

First year resources – part 4: revision

This is a continuation of the previous posts, essentially collecting thoughts for first year students. I am asking you, the reader to suggest what might be wrong, or missing from this, and anything else which will be helpful for a new first year who is just arriving at university to study maths…

The following sections in the resource book are about mentors and the whiteboard workshop. They are really quite specific to the course, and more about the details than the philosophy of it, so I am not including them here.

The next section on the other hand is vital, as most students are never given much guidance in how best to revise, and it is one of the most important skills they can gain. I have written my thoughts from my own experience, but I am not trained specifically in education, so I am grateful for any additional thoughts.

How to revise

Revision is a bit like comedy: Timing is everything!

…

By Jonathan Shock| January 26th, 2016|Courses, First year, MAM1000, Undergraduate|6 Comments

On useful study habits

I’ve been teaching MAM1000W for around 9 years now, and I am learning all the time. I learn both about new ways to think about old subjects (and how to try and best explain them), and I learn about the way students study, about what works and what doesn’t, and what are some of the habits of students who succeed. Not all of these ideas will be perfect for everyone, but I hope that they will help.

Passive versus active learning

Trying to teach as clearly as possible is a double-edged sword. Of course I want students to come away feeling like they have understood the subject, but if they come away with too much confidence, then they won’t do the one thing which they have to do to actually understand it…and that is practice, but practice of a very particular kind. There is a balance that we should all be thinking about when trying to improve on something (be it sports, music, languages, or maths), and that is finding the right questions to practice on which are hard enough to make us have to sweat a little, but not so hard so as to make us give up completely.…

By Jonathan Shock| May 13th, 2022|Courses, First year, MAM1000, Undergraduate|2 Comments

Advice for MAM1000W students from former MAM1000W students – part 5

While I resisted Mam1000W every single day, I even complained about how it isn’t useful to myself. Little did I know when it all finally clicked towards the end that even though I wasn’t going to be using math in my life directly, the methodology of thinking and applying helps me to this day.

Surviving Mam1000W isn’t really a miraculous thing. While everyone tends to make it seem like it’s impossible, it is challenging (Not hard) and I said that because I have seen first-hand that practice makes it better each time. Getting to know the principles by actually doing the tuts which is the most important element of the course in my opinion will make sure that even though you feel like you aren’t learning anything when the time comes (usually 2nd semester) it will all click on how you actually are linking the information together.

Another important aspect is playing the numbers game.

…

By Jonathan Shock| May 14th, 2018|Courses, First year, MAM1000, Undergraduate|1 Comment

Elephant Delta day 4 – Fransonet Reyneke from University of Pretoria on First level statistics students’ performance in a large classroom environment under the magnifying glass

Blogging from The Tenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

Fransonet Ryneke from University of Pretoria

Over the last 10 years students in first year engineering have been in the 60-70% pass-rate bracket. Tried many interventions with little success.

New interventions:

Blended learning model
Student centred
Flipped classroom

If you want to innovate something, there must be a what, how and why!

What?:

APLIA Online homework system: 3 attempts to do homework.
Flipped classroom using APLIA as a pre-class assignment
MindTap and APLIA clickers

Just APLIA on its own didn’t make much difference, but APLIA with the flipped homework made a huge difference – a 12% increase.

A pre-class and a post-class assignment, youtube videos.

They write a clicker exam. Students answer all go into an excel file. The clicker seemed to make a difference in the final marks too.

How clear is this post?

…

By Jonathan Shock| November 27th, 2015|Conference, Elephant Delta 2015, Uncategorized|1 Comment

Wolfram Language, the Language of Mathematica is now Free!

The language that powers Mathematica is now available for free! Head here or here to read more about this new release. Or go straight to the download page to start tinkering with it.

How clear is this post?

…

By Jackreece Ejini| May 22nd, 2019|Uncategorized|0 Comments

Elephant Delta Day 3 – Claire Cornock from Sheffield Hallam University on Teaching group theory using Rubik’s cubes

Blogging from The Tenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

Dr Claire Cornock from Sheffield Hallam University.

Based on Teaching group theory using Rubik’s cubes.

See presentation here.

Backgrounds: Maths at Sheffield, Hallam University:

Real, practical, development of employability skills – in a very applied degree program
Students struggle with abstract concepts

Pure maths modules:

Knot theory, linear and discrete maths, number and structure, abstract algebra.
Abstract Algebra: roughly 75% of students taking the module took the questionnaire.

Teaching methods:

Groups of 30 students
2 hour workshops
Support groups
Partially printed notes
All given a Rubik’s cube

They don’t have to be able to solve a Rubik’s cube!! They can always swap theirs for a new one.

Taken from http://www.sigma-network.ac.uk/wp-content/uploads/2013/10/Cornock_CETLMSOR_2013_Presentation.pdf. Original paper here: http://sporadic.stanford.edu/bump/match/rubik.pdf

Name different moves: ie. move front face 90 degrees clockwise. See here:

Can talk about

subgroups
generators
homomorphisms
equivalence relations
permutations

Let $G$ be a group and let $g, h\in G$ .…

By Jonathan Shock| November 26th, 2015|Conference, Elephant Delta 2015, Uncategorized|0 Comments

Advice for MAM1000W students from former MAM1000W students – part 1

This is the first in a series of posts where I will be putting up the sage words of advice of former MAM1000W. Often, these students struggled their way through the course, before making a breakthrough in their study methods. I hope that maybe it will be easier to listen to students who have been through the struggle, than the advice of lecturers who seem to know it all (though I promise you, we do not!).

Here is the first:

——-

As an Actuarial Science student I was aiming for 70% last year. I clearly remember that at orientation I asked some of the older ActSci students at orientation what they had done when they scored below what they needed to. I was so shocked, and a little scared when the group I asked said they never had. I wasn’t worries at this stage though because I thought I’d done well at maths at school, and I’d do well at maths here.…

By Jonathan Shock| May 8th, 2018|Uncategorized|4 Comments

Missing lectures after writing a challenging test – thoughts from a recent MAM1000W student

The following is by one of the current undergraduate tutors for MAM1000W, Nthabiseng Machethe, who has been providing me with extremely useful feedback and her thoughts on the course from the perspective of a recent student of it. She wrote this to me after a lot of students were disappointed with their marks from the last test.

——

This is based on my perspective as a student. I always plan to attend lectures, however as the work load increases and exhaustion kicks in, it is difficult to keep up with the plan.

It is easy to think of the things one may want (like excelling in MAM1000W) but realistically, it is hard to achieve them. In most instances, you find that students are studying a certain concept with a short term vision (passing a test), which can give one instant gratification but may not sustain in the long run (exam). Hence, one tends to quarrel about the time spent studying for the test not equating to the marks.…

By Jonathan Shock| October 1st, 2017|Courses, First year, MAM1000, Undergraduate|1 Comment

Elephant Delta Day 3 – Dr Maritz Snyders from Nelson Mandela Metropolitan University on Online video-based tutorials for a first-year mathematics service course

Simon Goldstone, Maritz Snyders presenting, co-author , Margariet Walton

Image taken from here

maritz.snyders@nmmu.ac.za

Nelson Mandela Metropolitan University

Online tutorials can be done in students’ own time or in classes.

Disadvantages

If alone, no immediate support.

Limited scope of questions.

Can’t see how students lay out working.

Feedback not explanations, more like a repeat of the textbook.

Online Tutorial Project Design

300 – 400 students, various programmes.

Started after first semester test.

Marks from Moodle assessments counted to course assessment.

Students must write out full solutions and post online, mostly using phones or scanning. Only get marks for online questions if full solutions are uploaded. Spot checked to make sure uploads were valid. (Not just ‘Henry’s Solutions’ on every page!)

Camtasia software was used to record tutorial videos.

https://upload.wikimedia.org/wikipedia/en/e/eb/Camtasia_Studio_screenshot.png

Other software: Respondus (lets you write solutions in Microsoft Word format) but this has a site licence of US$3 000, no known open source alternative that is as good – institutional site licence), Microsoft Snipping Tool, Adobe, MS Word (Equation Editor better than Maths Type).…

By Anita Campbell| November 26th, 2015|Conference, Elephant Delta 2015, Uncategorized|0 Comments

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