A novel web-based tool to enhance learning of mathematical concepts

This chapter describes how teachers can use technology to build learning materials and non-traditional lessons that incorporate heritage and history. Students are expected in these lessons to be engaged by a combination of mathematics, cultural heritage, and technological presentation. The chapter describes a project carried out in a teacher training college and presents the structure of the web-based learning environment. Preservice teachers who participated in the project developed the online materials and carried out the educational activities. The technological tools used to build learning materials were based on ICT pedagogical models and were integrated into the mathematical lessons. The chapter also describes various models and teaching settings in which heritage and technology can be utilized and integrated, followed by an example lesson plan which elaborates on the model. The chapter also describes the educational, pedagogical, technical, and logistical difficulties that the preservice teachers confronted during the project. They also struggled with reading historical material and relating it to mathematics. Semi structured interviews revealed that the preservice teachers overcame these difficulties by reflection and by communicating and collaborating with each other and with their lecturers. A questionnaire with yes-no items was used to collect data about attitudes and perceptions of the preservice teachers during the project. They viewed this technological project connected with their heritage as fun, benefiting them, making them proud of their mathematical heritage, and encouraging them to use such projects in their future teaching.

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Interactive Web-Based Tools for Learning Mathematics

Teaching Mathematics Online ◽

10.4018/978-1-60960-875-0.ch014 ◽

2012 ◽

pp. 274-306

Author(s):

Barry Cherkas ◽

Rachael M. Welder

Keyword(s):

Mathematics Teachers ◽

Dynamic Capabilities ◽

Preservice Teacher Education ◽

Mathematical Concepts ◽

Web Based ◽

Working Definition ◽

Learning Mathematics ◽

Collegiate Mathematics ◽

Definition Of ◽

Interactive Resources

There is an abundance of Web-based resources designed for mathematics teachers and learners at every level. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Research into the efficacy of online mathematics demonstrations and interactive resources is lacking, but it is clear that not all online resources are equal from a pedagogical viewpoint. In this chapter, a number of popular and relevant websites for collegiate mathematics and collegiate preservice teacher education are examined. They are reviewed and investigated in terms of their interactivity, dynamic capabilities, pedagogical strengths and weaknesses, the practices they employ, and their potential to enhance mathematical learning both inside and outside of the collegiate classroom. Culled from these reviews is a working definition of “best practices”: condensing difficult mathematical concepts into representations and models that clarify ideas with minimal words, thereby enabling a typical student to grasp, quickly and easily, the underlying mathematics.

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Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics

Volume 1A, Symposia: Advances in Fluids Engineering Education; Turbomachinery Flow Predictions and Optimization; Applications in CFD; Bio-Inspired Fluid Mechanics; Droplet-Surface Interactions; CFD Verification and Validation; Development and Applications of Immersed Boundary Methods; DNS, LES, and Hybrid RANS/LES Methods ◽

10.1115/fedsm2014-21718 ◽

2014 ◽

Author(s):

V. Kumar ◽

A. Castellanos ◽

J. Ortega ◽

V. Tandon ◽

N. Agarwal ◽

...

Keyword(s):

Cognitive Skills ◽

Flipped Classroom ◽

Dynamic Learning ◽

Mathematical Concepts ◽

Random Number Generators ◽

Web Based ◽

Assessment Development ◽

Learning Framework ◽

Adaptive Assessment ◽

The Impact

This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recent advancement in touchpad computing devices (such as IPAD and Android based tablets) and web-based technologies (such as WebGL/SVG for virtual-reality and web-based graphics and PHP based server level programming language). All assessments are developed at four increasing levels of difficulty. The levels one through three are designed to assess the lower level learning skills as discussed in the “Bloom’s taxonomy of cognitive skills” whereas level four contents are designed to test the higher level skills. The level-one assessments are designed to be easiest and include guiding materials and solved examples. To lessen the impact of disinterests caused by mathematical abstractions, the assessment and content presentations are strengthened by integrating the mathematical concepts with visual engineering materials from real-world and local important applications. All problems designed to assess the lower level skills are computerized and tested using the Computer Adaptive Testing (CAT) algorithm which enabled the instructor to focus on the higher level skills and offer the course in partially flipped classroom setting.

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Teaching mathematical concepts using web-based collaborative enviroments. An eTwinning case study

Ανοικτή Εκπαίδευση το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία ◽

10.12681/jode.18964 ◽

2019 ◽

Vol 15 (1) ◽

pp. 111

Author(s):

Λαμπρινή (Labrini) Νικόλαος Αλεξίου (Alexiou)

Keyword(s):

Distance Learning ◽

Literature Review ◽

Lifelong Learning ◽

New Technologies ◽

European Identity ◽

Mathematical Concepts ◽

Web Based ◽

Learning Mathematics ◽

European Program

eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. Τhe subject of the eTwinning practice combines mathematical concepts applied in real context.

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Students’ Perceptions of Using MyMathLab and WebAssign in Mathematics Classroom

International Journal of Technology in Education and Science ◽

10.46328/ijtes.v4i1.23 ◽

2020 ◽

Vol 4 (1) ◽

pp. 12-17 ◽

Cited By ~ 1

Author(s):

Derar Serhan ◽

Farouq Almeqdadi

Keyword(s):

Student Performance ◽

Mathematics Classroom ◽

Optimal Number ◽

Management Systems ◽

Immediate Feedback ◽

Instructional Tools ◽

Mathematical Concepts ◽

Student Centered ◽

Web Based ◽

Advantages And Disadvantages

Enhancing students’ conceptual understanding and increasing student motivation to effectively participate in classroom discussions are important for instructors of mathematics. Web-based homework management systems provide alternatives to the traditional pen-and-paper based approaches. In addition, these tools facilitate the creation of a student-centered environment which allows instructors to assign work based on students' needs while using a variety of multimedia materials that can include animation, video, and/or audio in order to enhance student learning and facilitate student-instructor communications. These systems provide flexible instructional tools that not only offer students immediate feedback, but also track student performance. The goal of using these programs is to enhance student understanding and learning of different mathematical concepts. The purpose of this paper is to present students’ perceptions of the advantages and disadvantages of using two web-based homework management systems; MyMathLab and WebAssign. In addition, it sheds light on students’ habits of using these systems and their perception of the optimal number of attempts that should be allowed to complete the homework assignments.

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The PBL-Evaluator: a web-based tool for assessment in tutorials

Journal of Dental Education ◽

10.1002/j.0022-0337.1998.62.9.tb03231.x ◽

1998 ◽

Vol 62 (9) ◽

pp. 671-674

Author(s):

JF Chaves ◽

JA Chaves ◽

MS Lantz

Keyword(s):

Web Based

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Using Popular Mobile Devices in Voice Therapy

Perspectives on Voice and Voice Disorders ◽

10.1044/vvd23.3.82 ◽

2013 ◽

Vol 23 (3) ◽

pp. 82-87 ◽

Cited By ~ 1

Author(s):

Eva van Leer

Keyword(s):

Exercise Behavior ◽

Voice Therapy ◽

Pure Oxygen ◽

Mobile Platforms ◽

Self Monitoring ◽

Web Based ◽

Motivational Messages ◽

Related Information ◽

Health Related ◽

Tailored Approach

Mobile tools are increasingly available to help individuals monitor their progress toward health behavior goals. Commonly known commercial products for health and fitness self-monitoring include wearable devices such as the Fitbit© and Nike + Pedometer© that work independently or in conjunction with mobile platforms (e.g., smartphones, media players) as well as web-based interfaces. These tools track and graph exercise behavior, provide motivational messages, offer health-related information, and allow users to share their accomplishments via social media. Approximately 2 million software programs or “apps” have been designed for mobile platforms (Pure Oxygen Mobile, 2013), many of which are health-related. The development of mobile health devices and applications is advancing so quickly that the Food and Drug Administration issued a Guidance statement with the purpose of defining mobile medical applications and describing a tailored approach to their regulation.

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