MSOR connections最新文献_第8页

Writing mathematics collaboratively in online workshops 在在线研讨会中协作写作数学

MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1311

Rachael Marie Carey, Charles Cox, Andrew Donald, Jos Gunns

引用次数: 0

Student Preferences for Online Maths and Stats Support and difference on Mathematics Anxiety 学生对在线数学和统计的偏好、对数学焦虑的支持和差异

MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1291

Jamie Ben Smith

引用次数: 0

Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond 参与数学在线-通过流行病及以后的协作和包容性教学数学

MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1322

Matthew Jones, A. Megeney, Nick Sharples

{"title":"Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond","authors":"Matthew Jones, A. Megeney, Nick Sharples","doi":"10.21100/msor.v20i1.1322","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1322","url":null,"abstract":"This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the COVID-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus, we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"256 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75773431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The impact of remote teaching on statistics learning and anxiety 远程教学对统计学学习和焦虑的影响

MSOR connections Pub Date : 2022-04-08 DOI: 10.21100/msor.v20i1.1312

Ellen M Marshall, Bilal Mahmood, Craig Alexander, Mitchum Bock, D. Haigney, Eilidh Jack, Diarmuid Verrier

{"title":"The impact of remote teaching on statistics learning and anxiety","authors":"Ellen M Marshall, Bilal Mahmood, Craig Alexander, Mitchum Bock, D. Haigney, Eilidh Jack, Diarmuid Verrier","doi":"10.21100/msor.v20i1.1312","DOIUrl":"https://doi.org/10.21100/msor.v20i1.1312","url":null,"abstract":"In March 2020, staff and students at UK universities had to suddenly transition from on-campus teaching to remote learning as a result of the pandemic, which continued throughout the 2020/21 academic year. Unlike traditional online learners, students may lack the motivation or confidence to learn as effectively online particularly for modules such as statistics which students often find difficult or stressful face to face.This paper uses survey results from students studying elective and compulsory statistics modules in the 2020/21 academic year to gain an insight into remote learning of statistics from the students’ perspective.When compared to previous face to face teaching of statistics, students were less likely to actively engage with material, ask for help or work with peers remotely. Emotional wellbeing, motivation to learn, statistics anxiety and having a suitable learning environment all impacted on being able to learn statistics remotely. Although statistics anxiety in online teaching situations was generally lower, there was no evidence to suggest anxious students would benefit from online learning going forward.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"297 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84963507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

A blind spot in undergraduate mathematics: The circular definition of the length of the circle, and how it can be turned into an enlightening example 本科数学中的一个盲点:圆长度的定义，以及如何将其转化为一个有启发性的例子

MSOR connections Pub Date : 2021-10-14 DOI: 10.21100/msor.v20i3.1300

A. Vernitski

引用次数: 0

Students being set up to make mistakes in class through an error-eliciting task 学生们在课堂上通过一个引出错误的任务来犯错误

MSOR connections Pub Date : 2021-09-01 DOI: 10.21100/msor.v19i2.1120

Claire Cornock, Alexandra Shukie, Rosalyn Porter, David O’Sullivan

引用次数: 0

Topics of interest to the MSOR community: evidence from the first 20 years of MSOR Connections MSOR社区感兴趣的主题:来自MSOR连接的前20年的证据

MSOR connections Pub Date : 2021-09-01 DOI: 10.21100/msor.v19i2.1256

P. Rowlett, Alexander S. Corner

{"title":"Topics of interest to the MSOR community: evidence from the first 20 years of MSOR Connections","authors":"P. Rowlett, Alexander S. Corner","doi":"10.21100/msor.v19i2.1256","DOIUrl":"https://doi.org/10.21100/msor.v19i2.1256","url":null,"abstract":"Topic modelling, an automated literature review technique, is used to generate a list of topics from the text of all articles published in previous issues of MSOR Connections. There are many topics of consistent popularity, including assessment, employability, school-university transition and the teaching of specific subjects and skills with the mathematics, statistics and operational research disciplines. We identify some topics that have waned in popularity, especially following the demise of the MSOR Network, including organised book and software reviews, conference and workshop announcements and reports, and articles focused on staff development. In its present form as a fully peer-reviewed practitioner journal, there appears to be a shift in focus from personal reflection to evidence-based research. There is a high focus on innovative practice using technology in the publication, though with less focus on specific software over time. Similarly, more nuance appears to be entering the discourse over maths support and e-assessment as these topics mature. We note a rise over time in student-centred approaches and a sudden rise in the previous issue of digital and remote learning due to the COVID-19 pandemic. We speculate about future trends that may emerge, including an increased focus on digital and remote learning and an increase in content on equity, equality, diversity and inclusion.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"74 7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87819564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics Kahoot对大学生统计学学习焦虑和信心的影响

MSOR connections Pub Date : 2021-09-01 DOI: 10.21100/msor.v19i2.1245

Amanda J Shaker, Pamela S Hurst, Ellen M Marshall

{"title":"The effect of Kahoot on undergraduate student anxiety and confidence when studying statistics","authors":"Amanda J Shaker, Pamela S Hurst, Ellen M Marshall","doi":"10.21100/msor.v19i2.1245","DOIUrl":"https://doi.org/10.21100/msor.v19i2.1245","url":null,"abstract":"Many undergraduate students are required to study statistics, but often struggle understanding concepts, lack engagement, lack confidence, or feel anxious about statistics. Kahoot is a game-based learning platform that can be used to increase student engagement and learning through real-time quizzes. This study aimed to evaluate the use of Kahoot on improving students’ experience of studying statistics in an undergraduate (year 2) course. Pre and post Likert scale questionnaires (including Statistical Anxiety Measure - SAM) were used to collect student responses about their statistics study experience. Questions related to anxiety, confidence, and for the post quiz, additional questions on the impact of Kahoot on behavioural engagement. Post survey results indicate positive changes in students’ perceptions towards studying statistics in terms of anxiety and confidence. Kahoot was shown to have a significant and positive effect on student confidence and was also linked to lowered anxiety. Despite limited data, help-seeking anxiety explained over 50% of variation in final exam performance. Further research is recommended on the effect of Kahoot on student anxiety when studying statistics, particularly as it relates to confidence and performance.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83563666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Welcoming students to the mathematics community: obstacles to “belonging” 欢迎学生加入数学界:“归属感”的障碍

MSOR connections Pub Date : 2021-09-01 DOI: 10.21100/msor.v19i2.1268

Noel-Ann Bradshaw, T. Mann

引用次数: 0

Measuring the Success of Mathematics and Statistics Support Sessions at UWS 衡量西澳大学数学和统计学支持课程的成功程度

MSOR connections Pub Date : 2021-09-01 DOI: 10.21100/msor.v19i2.1244

Andisheh Bakhshi, Wan Rinwi Mekwi, Kenneth Charles Nisbet, A. Walker

引用次数: 0