Silverman / Hoyos Distance Learning, E-Learning and Blended Learning in Mathematics Education

International Trends in Research and Development
1. Auflage 2018
ISBN: 978-3-319-90790-1
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 219 Seiten

Reihe: ICME-13 Monographs

This book builds on current and emerging research in distance learning, e-learning and blended learning. Specifically, it tests the boundaries of what is known by examining and discussing recent research and development in teaching and learning based on these modalities, with a focus on lifelong mathematics learning and teaching. The book is organized in four sections: The first section focuses on the incorporation of new technologies into mathematics classrooms through the construction or use of digital teaching and learning platforms. The second section presents a wide range of perspectives on the study and implementation of different tutoring systems and/or computer assisted math instruction. The third section presents four new innovations in mathematics learning and/or mathematics teacher education that involve the development of novel interfaces' for communicating mathematical ideas and analyzing student thinking and student work. Finally, the fourth section presents the latest work on the construction and implementation of new MOOCs and rich media platforms developed to carry out specialized mathematics teacher education.

Autoren/Hrsg.

Silverman, Jason

Hoyos, Veronica

Inhaltsverzeichnis

1;Contents;6
2;1 Research on Technologically Mediated Mathematics Learning at a Distance: An Overview and Introduction;8
2.1;Abstract;8
2.2;1.1 Overview of Parts and Chapters;9
2.2.1;1.1.1 Part I: E-Learning and Blended Learning of Mathematics;9
2.2.2;1.1.2 Part II: Online Environments and Tutoring Systems for Leveling College Students’ Mathematics;10
2.2.3;1.1.3 Part III: Innovations on E-Math Learning and Teaching;11
2.2.4;1.1.4 Part IV: MOOC and Rich Media Platform for Mathematics Teacher Education;12
2.2.5;1.1.5 Purpose of This Monograph;13
3;E-Learning and Blended Learning of Mathematics;16
4;2 The Blended Learning Concept e:t:p:M@Math: Practical Insights and Research Findings;17
4.1;Abstract;17
4.2;2.1 Introduction: Challenging Trends in Higher Education;17
4.3;2.2 The Blended Learning Concept e:t:p:M®;18
4.3.1;2.2.1 “e” for E-Learning;18
4.3.2;2.2.2 “t” for Text and Theory Based;19
4.3.3;2.2.3 “p” for Practice-Oriented (and Attendance-Oriented);19
4.3.4;2.2.4 “M” for Mentoring;20
4.4;2.3 Using e:t:p:M® in an Introductory Course in Mathematics;20
4.4.1;2.3.1 Existing Tools and e:t:p:M@Math Web-App;21
4.4.2;2.3.2 Research Questions;22
4.4.3;2.3.3 Series of Interactive Content (Sub-focus a);22
4.4.4;2.3.4 Discussions (Sub-focus b);23
4.4.5;2.3.5 Playground (Sub-focus c);25
4.4.6;2.3.6 Content Editor (Sub-focus d);25
4.4.7;2.3.7 Continuous Evaluation Strategy (Sub-focus e);27
4.5;2.4 First Insights of the Use in Winter Semester 2015/2016;28
4.5.1;2.4.1 Evaluation Strategy and Questions;28
4.5.2;2.4.2 Usage of Web-Content (a);29
4.5.3;2.4.3 Reconstruction of Interaction-Profiles (b);30
4.5.3.1;2.4.3.1 Dataset and Analysis Toolkit;30
4.5.3.2;2.4.3.2 MCA Results and Interpretation;31
4.6;2.5 Conclusion;32
4.7;References;33
5;3 Challenges and Opportunities in Distance and Hybrid Environments for Technology-Mediated Mathematics Teaching and Learning;35
5.1;Abstract;35
5.2;3.1 Purpose of the Chapter;35
5.3;3.2 Hybrid Environments for the Integration of Technology into Mathematics Classroom;37
5.3.1;3.2.1 Antecedents in the Utilization of Hybrid Environments for Mathematics Teaching and Learning with Technology;37
5.3.2;3.2.2 Advances in Teacher Practice to Innovate by Involving Hybrid Learning Environments;38
5.4;3.3 The Challenge of Accomplishing Reflection Processes During Problem Solving in an Online Learning Environment;44
5.5;3.4 Conclusions;48
5.6;References;49
6;Online Environments and Tutoring Systems for Leveling College Students’ Mathematics Learning;52
7;4 Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System;53
7.1;Abstract;53
7.2;4.1 Introduction;53
7.3;4.2 Significance of the Study;55
7.4;4.3 Theoretical Framework;56
7.4.1;4.3.1 Issues in Math Teaching and Learning;57
7.5;4.4 Methodology and Sampling;59
7.5.1;4.4.1 Methodology;59
7.5.2;4.4.2 Study Participants;60
7.5.3;4.4.3 Instrumentation;61
7.6;4.5 Data Analysis and Narrative of Findings;62
7.6.1;4.5.1 Hypothesis I;63
7.6.2;4.5.2 Hypothesis II;66
7.7;4.6 Discussion of Findings;67
7.8;4.7 Study Implications;68
7.9;4.8 Conclusion;69
7.10;References;70
8;5 Lessons Learned from a Calculus E-Learning System for First-Year University Students with Diverse Mathematics Backgrounds;73
8.1;Abstract;73
8.2;5.1 Introduction;74
8.3;5.2 Literature Review;75
8.4;5.3 Platform Design;76
8.5;5.4 Methodology;80
8.6;5.5 Data Analysis;81
8.6.1;5.5.1 Data Collection and Descriptive Statistics;81
8.6.2;5.5.2 Relationship Between E-Learning Participation and Calculus Background;83
8.6.3;5.5.3 Relationship Between Features of the Platform;86
8.6.4;5.5.4 Relationship Between Student Improvement and E-Learning Participation;88
8.6.5;5.5.5 Key Findings from Data Analyses;89
8.6.6;5.5.6 Reflections on Research Improvement;90
8.7;5.6 Policy Recommendations;90
8.7.1;5.6.1 Questionnaire Design;91
8.7.2;5.6.2 Recommendations for Future Improvement;91
8.8;5.7 Conclusion;94
8.9;Acknowledgements;94
8.10;Appendix;94
8.11;References;95
9;6 A Customized Learning Environment and Individual Learning in Mathematical Preparation Courses;97
9.1;Abstract;97
9.2;6.1 Introduction;98
9.2.1;6.1.1 Problems;98
9.2.2;6.1.2 Measures and Objectives;98
9.3;6.2 Customized Online Learning Environment;99
9.3.1;6.2.1 Mass Customization and Individualized Learning in an Adaptable Learning Environment;99
9.3.2;6.2.2 The Online Placement Test;99
9.3.3;6.2.3 The Personal Online Desk;103
9.3.4;6.2.4 Modules, Learning Sequences and Short Learning Track;104
9.3.5;6.2.5 Individualization Concerning the Field of Study;106
9.4;6.3 Repeated Opportunities to Practice;106
9.4.1;6.3.1 Questions and Exercises;106
9.4.2;6.3.2 Brief Activating Tasks and Applets;106
9.4.3;6.3.3 Exercises and Individual Feedback;107
9.4.4;6.3.4 Summative Assessment and Final Test;109
9.5;6.4 Matching Class Lectures;109
9.6;6.5 Evaluation Results;110
9.7;6.6 Summary and Outlook;113
9.8;Acknowledgements;114
9.9;References;114
10;Innovations on E-Math Learning and Teaching;116
11;7 Scripting Collaboration for Competence-Based Mathematics Learning: A Case Study on Argumentation;117
11.1;Abstract;117
11.2;7.1 Introduction;117
11.3;7.2 Theoretical Framework;118
11.4;7.3 The DIST-M Methodology;120
11.5;7.4 The Design of a DIST-M Concerning Argumentation;120
11.5.1;7.4.1 The Technological Innovations;121
11.5.2;7.4.2 The Frame Introduction;122
11.5.3;7.4.3 The Frame of Level 1;123
11.6;7.5 The Case Study;125
11.6.1;7.5.1 The Mathematical Problem;125
11.6.2;7.5.2 Methodology;125
11.6.3;7.5.3 Analysis Tools;126
11.7;7.6 Analysis and Discussion of the Outcomes;126
11.8;7.7 Conclusions;131
11.9;References;132
12;8 Effective Use of Math E-Learning with Questions Specification;134
12.1;Abstract;134
12.2;8.1 Introduction;135
12.3;8.2 Math E-Learning Systems in Japan;136
12.3.1;8.2.1 MATH ON WEB;136
12.3.2;8.2.2 STACK;137
12.3.3;8.2.3 Maple T.A.;138
12.3.4;8.2.4 Common Challenge;139
12.4;8.3 Math Input Interfaces;139
12.4.1;8.3.1 MathTOUCH;140
12.4.2;8.3.2 MathDox and FlickMath;141
12.5;8.4 Sharing Questions;142
12.5.1;8.4.1 Item Bank System: MathBank;143
12.5.2;8.4.2 Maple T.A. Cloud;143
12.5.3;8.4.3 Converting Content Between Different Systems and Building Common Base for Content Creation;143
12.5.4;8.4.4 Necessity of Common Base for Sharing Content;144
12.6;8.5 Mathematics E-Learning Questions Specification: MeLQS;144
12.6.1;8.5.1 Concept Design for Questions;145
12.6.2;8.5.2 Implementation Specification for Questions;145
12.6.3;8.5.3 Implementation of Questions in Math E-Learning System;146
12.7;8.6 Conclusion;146
12.8;Acknowledgements;147
12.9;References;147
13;9 Designing Interactive Technology to Scaffold Generative Pedagogical Practice;150
13.1;Abstract;150
13.2;9.1 Introduction;151
13.3;9.2 Designing the EnCoMPASS Environment;152
13.3.1;9.2.1 The Math Forum;153
13.3.2;9.2.2 The EnCoMPASS Environment;154
13.3.2.1;9.2.2.1 The Landscape of the EnCoMPASS Environment;154
13.3.2.2;9.2.2.2 Scaffolding Activities Consistent with the Math Forum’s Practices;156
13.3.2.3;9.2.2.3 Teachers’ Existing Practice;158
13.4;9.3 Examining Teachers’ Interactions Mediated by the EnCoMPASS Environment;159
13.4.1;9.3.1 Findings;159
13.4.1.1;9.3.1.1 Using the Tool’s Features for Their Intended Use;160
13.4.2;9.3.2 Linking Comments to Data;161
13.4.2.1;9.3.2.1 An Emerging Purpose for Feedback;162
13.5;9.4 Discussion;163
13.6;9.5 Conclusion;164
13.7;References;164
14;10 Supporting Teachers in Developing Their RiTPACK Through Using Video Cases in an Online Course;166
14.1;Abstract;166
14.2;10.1 Introduction;166
14.2.1;10.1.1 Overview of the Chapter;167
14.3;10.2 Context and Course Description;167
14.3.1;10.2.1 Course Curriculum and Organization;167
14.3.2;10.2.2 Theoretical Background: Pedagogical Underpinnings of Our Online Course;168
14.3.3;10.2.3 Course Evaluation and Reflections;169
14.4;10.3 The Study;170
14.4.1;10.3.1 The Aims of the Study;171
14.4.2;10.3.2 Using Video Cases—A Brief Review of Literature;172
14.4.3;10.3.3 Description of Our Video Cases;172
14.4.4;10.3.4 Piloting the Use of Video Cases;174
14.5;10.4 Participants and Data Sources;176
14.6;10.5 Data Analysis;176
14.6.1;10.5.1 The Case of Mark;177
14.6.1.1;10.5.1.1 Week 1;177
14.6.1.2;10.5.1.2 Week 2;177
14.6.1.3;10.5.1.3 Week 3;178
14.6.1.4;10.5.1.4 Week 4;179
14.6.1.5;10.5.1.5 End of Course Assignment;180
14.7;10.6 Implications and Conclusions;180
14.8;References;181
15;MOOC and Rich Media Platform for Mathematics Teacher Education;183
16;11 Design and Impact of MOOCs for Mathematics Teachers;184
16.1;Abstract;184
16.2;11.1 Introduction;185
16.3;11.2 Research on Design of Professional Development;186
16.3.1;11.2.1 Mathematics Professional Development;186
16.3.2;11.2.2 Online Professional Development;187
16.3.2.1;11.2.2.1 Personalization and Choice;187
16.3.2.2;11.2.2.2 Online Communities of Practice (CoP);187
16.4;11.3 Design of Courses;188
16.4.1;11.3.1 Self-directed Learning;189
16.4.2;11.3.2 Peer-Supported Learning;189
16.4.3;11.3.3 Job-Connected Learning;190
16.4.4;11.3.4 Learning from Multiple Voices;190
16.5;11.4 Framing Learning Opportunities in the MOOC-Eds;191
16.6;11.5 Data Collection and Analysis;192
16.6.1;11.5.1 Engagement in the MOOCs;193
16.6.2;11.5.2 Impact of the MOOC-Eds on Educators’ Practices;194
16.7;11.6 Discussion/Conclusion;197
16.8;Acknowledgements;198
16.9;References;198
17;12 Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform;200
17.1;Abstract;200
17.2;12.1 Introduction;201
17.3;12.2 Considerations in Specifying the Content of Teacher Education;201
17.4;12.3 The Project and Platform Context that Informs This Chapter;202
17.5;12.4 Two Experiences that Illustrate What Teacher Educators Have Created and How Their Teacher Candidates Interact with Experiences;203
17.5.1;12.4.1 Representing Student Thinking in a Methods Course;204
17.5.2;12.4.2 Representing Classroom Teaching in a Mathematics Course;206
17.6;12.5 Describing the Fellows’ Teacher Education Materials;208
17.6.1;12.5.1 Representing Practice;209
17.6.2;12.5.2 Decomposing Practice into Practices and Representing Practices;211
17.6.3;12.5.3 Approximations of Practice and Representing One’s Practicing;213
17.6.3.1;12.5.3.1 Selecting a Response from a Fixed Set of Options;213
17.6.3.2;12.5.3.2 Respond as a Teacher;213
17.6.4;12.5.4 “Before” and “After” Depictions;215
17.7;12.6 Summary and Concluding Thoughts;216
17.8;Acknowledgements;216
17.9;References;217