A European Educational Math Project - Comparative Needs Analysis in Partner Institutions

Brown, Ken; Uukkivi, Anne; Soares, Filomena; Cellmer, Anna; Fenişer, Cristina; Rebollar, Carolina; Varela, Concepón; Bravo, Eugenio; Safiulina, Elena; Kelly, Gerald; Bilbao, Javier; Cymerman, Joanna; Latõnina, Marina; García, Olatz; Labanova, Oksana; Bocăneț, Vlad

doi:10.21125/edulearn.2019.0248

Cited by 7 publications

(13 citation statements)

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“…Each partner country has its own grading system and higher education admission criteria. For example, Estonia has a 6-point grading scale from 0 to 5 [19] and a minimum average national grade from secondary school of 3.4 is required for admission, while in Ireland, the average entry score is 190 of a maximum of 550 points [20]. Poland requires students to achieve at least 30% in the national examinations at the secondary level; Portugal requires 150-197 points for entry out of 200; in Spain, the average score is 10 out of 14; in Romania, students require 6 out of 10 points at the Baccalaureate exam for entry in higher education [20].…”

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

“…Regarding assessment, neither partner uses any diagnostic assessment, while formative assessment is done differently, either through observation (Estonia and Ireland), through seminars (Romania) or tutorials (Spain) or proposed step-by-step (Portugal) [20]. The summative assessment is done with assignments and final tests [20].…”

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

“…Before the pandemic, all institutions involved in the project used offline assessment, and some used online tools to evaluate students either manually (Estonia, Spain) or automatically (Estonia, Ireland, Portugal) [20]. This has created difficulties for some institutions that were only assessing students offline while others that had online assessment tools already in use had a smoother transition to online assessment.…”

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

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Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

et al. 2021

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The COVID pandemic has touched many aspects of everyone’s life. Education is one of the fields greatly affected by it, as students and teachers were forced to move online and quickly adapt to the online environment. Assessment is a crucial part of education, especially in STEM fields. A gap analysis was performed by expert groups in the frame of an Erasmus+ project looking at the practices of six European countries. Specialists teaching university-grade mathematics in seven European institutions were asked about their perception of gaps in the assessment of students both before (2019) and during (2021) the pandemic. This qualitative study looks at the difference in perception of such gaps after almost one year of online teaching. The analysis of their responses showed that some gaps were present before the pandemic, as well as others that are specific to it. Some gaps, such as the lack of IT infrastructure and the need to adapt materials to an online environment, have been exacerbated by the outbreak.

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Section: E-assessment Of Mathematicsmentioning

confidence: 99%

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

Section: E-assessment Of Mathematicsmentioning

confidence: 99%

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Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

et al. 2021

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“…Others had an odd number of options as they were ranging from too little to too much, the middle value being the optimal. For sixpoint scales, the first two values (0, 1) were considered as reflecting a low level of agreement, the next (3,4) were a moderate level, and the last two (4, 5) a high level of agreement. Open ended questions were also asked.…”

Section: Students Surveymentioning

confidence: 99%

Poster: Technique of Active Online Training: Lessons Learnt from EngiMath Project

Labanova

Safiulina

Latõnina

et al. 2021

Educating Engineers for Future Industrial Revolutions

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The goal of this paper is to introduce a technique of creating self-tests that has allowed to actively incorporate university students into the learning process. The study was conducted within the framework of the Erasmus + Project EngiMath. Partners' peer reviews, the survey results and the students' comments in forums and test results were used to conduct the research. The students' overall satisfaction was in a high level. However, opportunities for some technical improvement has been emerged like the formulation of the tasks needs to be very clear and the time required to perform the tests must be limited. The following conclusions can be drawn from the study. The use of self-tests at all stages of training has intensified the assimilation of the material, i.e. increased understanding of theoretical material and developed computational skills. By completing a series of such assignments on each topic of the course, students had mastered the methodology of studying the topic and mastered specific teaching material on this topic. Feedback made, taking into account typical errors, has allowed the students to analyse their knowledge. A large number of variations for such tasks has allowed students to be involved in the process of active independent and individualized self-study.

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“…Establishing the basis of the whole set of activities of the future project are the introduction of all the theoretical and support materials, in which all the practical, assessment and application activities will rely. The search for "best practices" and the corresponding pedagogical features that should be used in the development of these "theory starter" materials was conducted after a needs analysis and the common core definition for the course [9].…”

Section: Introductionmentioning

confidence: 99%

Developing Interactive E-Contents for a Mathematic Erasmus+ Project – Challenges and Experiences

Soares¹,

Cellmer²,

Uukkivi³

et al. 2020

INTED Proceedings

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Stimulating students for learning is a regularly recurring theme that never seems finished, remaining in the frontline of teachers' day to day struggle, and this recurrent factor is exponentiated when the subjects are directly related with Mathematics.In November 2018 the European Project EngiMath started work the development of a common Mathematics course for engineering students from the 6 countries of the consortium -Estonia, Ireland, Poland, Portugal, Romania and Spain. This course will be an online course with all the usual features and e-contents, however the project partners have been particularly focused on the pedagogical features and real digital competences when developing all the materials and interactive e-contents. An exhaustive search has been developed for the best way to build interactive content that would stimulate students to improve their basic mathematical skills, dealing with all the time and financial constraints, common to European higher education. This paper will describe, in a detailed way, all the steps of the construction of the theoretical contents, in English, which are the basis of the course proposed by the project and that are now being translated to each of the five distinct mother languages to avoid the frequent interpretation misleading problems for students and other cultural hitches. These e-contents are based on the construction of SCORM packages (Shareable Content Object Reference Model) for the Moodle platform, created over animated presentations to promote students' interaction and avoid drop out behaviours.

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A European Educational Math Project - Comparative Needs Analysis in Partner Institutions

Cited by 7 publications

References 0 publications

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

Change in Gap Perception within Current Practices in Assessing Students Learning Mathematics

Poster: Technique of Active Online Training: Lessons Learnt from EngiMath Project

Developing Interactive E-Contents for a Mathematic Erasmus+ Project – Challenges and Experiences

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