Recent years have seen a greater focus on learning and teaching in mathematics and its applications in higher education. What should the study programme contain and how should it be taught? How best do we serve the needs of those who require mathematics as part of their study of another discipline? There will, no doubt, be many valid answers to these questions. As we write, there is in the UK what we might refer to as the 'official' answer, embodied in the December 2001 draft of the Quality Assurance Agency for Higher Education (QAA, 2000) Benchmarking statement, which covers mathematics, statistics and operational research (QAA, 2001). In this we see that a graduate who has reached the modal level should be able to:
● Demonstrate a reasonable understanding of the main body of knowledge for the programme of study.
● Demonstrate a good level of skill in calculation and manipulation of the material within this body of knowledge.
● Apply a range of concepts and principles in loosely defined contexts, showing effective judgement in the selection and application of tools and techniques.
● Develop and evaluate logical arguments.
● Demonstrate skill in abstracting the essentials of problems, formulating them mathematically and obtaining solutions by appropriate methods.
● Present arguments and conclusions effectively and accurately.
● Demonstrate appropriate transferable skills and the ability to work with relatively little guidance or support.
It is stressed that 'students should meet this standard in an overall sense, not necessarily in respect of each and every of the statements listed' (QAA, 2001). There is no attempt to set a 'national curriculum' but a clear generic description of the type of skills and qualities we should look to be fostering in our programmes.
Not surprisingly, many of the themes in the bullet points above surface again and again in a generic discussion. At the same time we have been keenly aware that the learning experiences of students who have to engage with mathematics and its applications cover a wide spectrum. This will range from foundation level material, preparing students for entry to other numerate disciplines, to advanced level specialist mathematical study at or near the contemporary frontiers of the subject.
Bibliography :
Effective Learning & Teaching in Mathematics & Its Applications Edited by peter kahn & joseph kyle
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I find that the more software packages I use in Mathematics the better for students following ICT subjects. I sometimes use LOGO, Excel and try to teach students both how to compute a problem using pencil and paper and also making use of technology. Students appear more interested this way. Also I always try to relate Mathematics to the students' area of interest.
ReplyDeleteI came across an interesting article about Wii Maths. Nintendo Wii launched this software to help children understand Maths in a creative and technological way.
ReplyDelete(Maybe out of the 70 million Wii consumers worldwide a few of them will use Wii for educational purposes.)
For those interested, you may browse this website http://www.wiimaths.com/ and visit the Activities section.
I know that in industry software packages such as excel are very much used. Therefore I always include it in the mathematics syllabus even though it is not specified in BTEC. I could tell that they found it interesting and also some of them took it a step further from what I showed them, by using different functions for other assignments. This motivates me and I always give them questions in their assignments which they can do manually but it would be more efficient to use the excel.
ReplyDeleteApart from imagination, I could feel how technological tools can be used in a mathematics classroom. There is a lot to say about this video and all kinds of people can agree or criticize the way the lesson develops. On one hand, it is nice seeing students so involved with their tablet pc. They can interact with other students in real time and can share their knowledge instantaneously. But is this the ideal interaction we are looking for in class? In this video it was also reported that students can ask other students about their queries rather than asking the teacher if a student is ashamed to do so. In my opinion, this is very dangerous indeed, because you are never sure whether the student answering his mate understood correctly in the first place. I am still confused about the good use of electronic tools in our classes!
ReplyDeleteCrisby
To continue with what Lucienne said along this blog, I found another interesting article (see below) where this particular teacher used Wii Maths to engage the students into a counting lesson. The teacher also introduced a form of a competition with third grade students.
ReplyDeleteWii Love Learning: Using Gaming Technology to Engage Students.
http://www.edutopia.org/ikid-wii-gaming-technology-classroom
Using such innovative technology, the students will learn and remember much more. It is important not to influence the students that there is a winner or a looser. In fact students were asked to give feedback about such lesson and they claimed “fun, learning, and everyone's a winner."
With regards to wii maths idea This year I attended a maths multimedia lesson at Mosta Primary school were my children attend, and it was impressive with the aid of a small game console the pupils worked addition and subtraction playing with the consoles. The same method was applied at Multiplication and division. It seems that better results are being observed when the pupils work the class work and home work.
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