Extreme Apprenticeship – Engaging undergraduate students on a mathematics course

Rämö, Johanna; Vikberg, Thomas

doi:10.30935/scimath/9623

Cited by 3 publications

(4 citation statements)

References 12 publications

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“…In the future, the university education will highlight more student-oriented teaching, where the aim is constructivism learning facilitating a deeper conceptual understanding of mathematical concepts and procedures (Rämö, Oinonen & Vikberg, 2015). MathCheck addressed this and it has a role both as a part of traditional university courses (lectures, practice sessions) and as a supporter of the students' independent studying.…”

Section: Discussionmentioning

confidence: 99%

Pedagogical experiments with MathCheck in university teaching

Kaarakka

Helkala

Valmari

et al. 2019

LUMAT

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MathCheck is a relatively new online tool that gives students feedback on their solutions to elementary university mathematics and theoretical computer science exercises. MathCheck was designed with constructivism learning theory in mind and it differs from other online tools as it checks the solutions step by step and shows a counter-example if the step is incorrect. It has been in student use since the autumn of 2015 and under design-based research from the first online day. The main research questions of this study are the following. 1) How can the usage of MathCheck support the aspects of conceptual understanding and procedural fluency of constructivism learning? 2) How can MathCheck empower both students and teachers in the education of mathematics? This paper presents the results of five pedagogical experiments considering both students’ and teachers’ point of views. In each experiment, the students have suggested improvements, which have affected the further development of MathCheck. In general, both students and teachers have given positive feedback on MathCheck. MathCheck seems to support learning better than tools that only provide the “incorrect”/“correct” verdict after checking the answer. MathCheck is suitable for independent studying as well as an addition to traditional lectures. In the best case, it can reduce teachers’ workload during courses.

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Section: Discussionmentioning

confidence: 99%

Pedagogical experiments with MathCheck in university teaching

Kaarakka

Helkala

Valmari

et al. 2019

LUMAT

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“…Flipped learning encourages students to prepare before the lesson by having knowledge about the subject they will learn [73]. In this way, learners are more active in the lesson and better take on their missing information [5].…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Despite learners' changing educational needs, the education provided is not enough to meet demand [82]. The flipped learning method improves interaction with the learning process by ensuring that learners come to the lesson prepared in advance [73]. The literature indicates that learners' pre‐lesson preparation [12] and receiving feedback have a positive effect on their performance.…”

Section: Introductionmentioning

confidence: 99%

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Polat

Hopcan

Albayrak

et al. 2022

Comp Applic In Engineering

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The purpose of this study was to examine how the flipped learning readiness, engagement, autonomous learning, and computing achievements of university students in an online flipped classroom differ according to gender and feedback groups (verbal, written, and grade reporting) before and after a computing course. An 8-week application was conducted with 104 university students enrolled Computing course at a state university, İstanbul, Turkey.Students were randomly assigned to three different feedback groups. An experimental design was used in this study and quantitative data was collected. Students did homework and written/verbal or grade feedback was given to students through Moodle. A flipped learning readiness scale, computing achievement test, online student engagement scale, and autonomous learning scale were given to participants as pretests and posttests. The results showed that computing academic achievement, flipped learning readiness, and engagement variables increased significantly. There were differences in online engagement regarding gender but no difference between feedback types. The research includes suggestions for future studies.

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“…Teachers have a closer relationship with students, and it is easier for students to ask for help. With this kind of method, students can solve more challenging problems because they can ask for help if they face obstacles (Lahdenperä et al, 2019;Rämö & Vikberg, 2014). By implementing this kind of student-centred teaching method, where students can ask for assistance, both the academic and social areas of integration are supported.…”

Section: Roles At the Universitymentioning

confidence: 99%

Finnish university students’ views of different relationships in first-year engineering mathematics courses

Vuorenpää

Viro

Kaarakka

et al. 2021

International Journal of Mathematical Education in Science and

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Integration is seen as a main factor for students to stay in university and eventually graduate. In conventional lecture-based teaching, students might avoid asking for academic help from teachers, which weakens the student-teacher relationship and distances students from the faculty. To decrease distance and ease integration, more student-centred methods are widely adopted. This article concerns the use of specific tutors and a learning space called Math Shack in engineering mathematics teaching and learning at Tampere University in Finland. The aim of this study was to examine how students experience relationships and roles within first-year engineering mathematics courses and determine if Math Shack affected their experiences. The analysis was based on the material from a drawing assignment (N = 695) which was collected from first-year engineering mathematics students. Drawings were categorized as data-driven. The results showed that Math Shack tutors were experienced as more approachable than assistants; however, assistants were experienced as middlemen. Though there were no major differences in experiences whether students had been in Math Shack or not, assistants were experienced slightly differently.

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Extreme Apprenticeship – Engaging undergraduate students on a mathematics course

Cited by 3 publications

References 12 publications

Pedagogical experiments with MathCheck in university teaching

Pedagogical experiments with MathCheck in university teaching

Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom

Finnish university students’ views of different relationships in first-year engineering mathematics courses

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