Engaging Students in the Classroom with<i>WeBWorK</i>CLASS

Engelke, Nicole; Karakok, Gulden; Wangberg, Aaron

doi:10.1080/10511970.2015.1085472

Cited by 4 publications

(2 citation statements)

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“…In common with many methods-based mathematics courses, FAC has a strong focus on developing procedural fluency in mathematics. This fits well with the existing capabilities of computer-aided assessment systems like STACK since they have well-developed tools for assessing basic algebra and calculus, though typically with a reliance on the final answer rather than the solution steps [12]. The extent to which these tools can be used to teach and assess more abstract, conceptual knowledge (or skills such as reasoning and proof) is less clear, however new features are being developed which may better support this, such as assessing line-by-line reasoning which is the first step towards automatic assessment of a complete proof [28].…”

Section: Discussionsupporting

confidence: 63%

Coherently Organized Digital Exercises and Expositions

Sangwin¹,

Kinnear²

2021

PRIMUS

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We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this, we embrace the potential provided by new technology to implement evidencebased practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

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Section: Discussionsupporting

confidence: 63%

Coherently Organized Digital Exercises and Expositions

Sangwin¹,

Kinnear²

2021

PRIMUS

View full text Add to dashboard Cite

show abstract

“…In common with many methods-based mathematics courses, FAC has a strong focus on developing procedural fluency in mathematics. This fits well with the existing capabilities of computer-aided assessment systems like STACK since they have well-developed tools for assessing basic algebra and calculus, though typically with a reliance on the final answer rather than the solution steps (Engelke et al, 2016). The extent to which these tools can be used to teach and assess more abstract, con-ceptual knowledge (or skills such as reasoning and proof) is less clear, however new features are being developed which may better support this, such as assessing lineby-line reasoning which is the first step towards automatic assessment of a complete proof (Sangwin, 2019).…”

Section: Discussionsupporting

confidence: 63%

Coherently Organised Digital Exercises and Expositions

Sangwin¹,

Kinnear²

2020

Preprint

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We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

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A Framework for Automated Formative Assessment in Mathematics Courses

Moreno

Pineda

2020

IEEE Access

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In general terms, the aims of formative assessment are to gather and analyze information about the progress of students, with the intention of improving instruction in real time. This can also help teachers to identify those elements that students are struggling with, and therefore to determine where adjustments must be made. There are, however, some issues that must be addressed before this approach can become more widespread. In this research, and with mathematics as our specific scope, we focus on two of these issues: we present a framework to help teachers implement assessment items that are highly dynamic and flexible, but that allows them at the same time to model common misconceptions and to provide suitable feedback. Following this, we carried out an experiment to determine (i) whether the students perceived such feedback to be useful; (ii) whether they actually used it; and ultimately (iii) whether it produced a difference in their performance. To find the answers to these questions, we used an online 'pre-calculus' course with 458 students and collected data directly from those students via both a perception survey and from their interaction with the LMS. Based on these data, we performed several analyses, including process mining and statistical hypothesis tests. The results demonstrated that although many of the students had a positive opinion of the feedback received, it was not always followed. Nevertheless, when it was (or at least when students said it was), the students performed better.

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Engaging Students in the Classroom withWeBWorKCLASS

Cited by 4 publications

References 1 publication

Coherently Organized Digital Exercises and Expositions

Coherently Organized Digital Exercises and Expositions

Coherently Organised Digital Exercises and Expositions

A Framework for Automated Formative Assessment in Mathematics Courses

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