Supporting Students Learning in Mathematics: Key Stages of a Developmental Journey

Supporting Students Learning in Mathematics: Key stages of a developmental journey

Stage 1: Establishment of a Maths Learning Centre
Based on teachers experiences of supporting vocational students with their mathematics learning the TAFE unit of Adult Basic Education decided resource the establishment of a Maths Learning Centre. At this initial stage the approach focussed on creating an open access learning centre where mathematics resources - both print and computer based were available for students to use. A maths teacher was timetable to be available to assist students on a one to one basis. TAFE students from further education,vocational and training programs were encouraged to visit the MLC and use it for seeking assistance in mathematics.
Strengths:
· Direct contact with learners
· teacher able to guide students
· Prompt and immediate feedback to learners
· Access to expert knowledge
Weaknesses:
· Limited opening hours
· Located at particular campus
· Expensive to run
· Number of students able to seek assistance limited by availability to teacher (s)
· Limited use of computer and internet technology / v Researcher develops preliminary understandings of the field in relations to content of learning, cohort of learners and organisational systems
v Researcher is immersed in the field and works within the unit to teach mathematics as a classroom teacher and as a mathematics concurrent assistance advisor.
v Researcher plays an active role in the planning and development of the proposed mathematics learning centre
v Researcher plays a central role in establishing computer based mathematics learning in the maths learning centre
Stage 2: Development of a Web based environment
During this stage the development of an online learning environment sprung from the success of the maths learning centre and attempted to address issues identified as drawbacks of a physical open access learning environment. The MCA online website offered learning content similar to one found in a maths text book but with added advantage of web interactivity. It also offered access to communities of maths learners and to the archives of maths problems and solutions.
Strengths:
· Access to maths learning from any place anytime
· Interactivity for learners to practise maths problems
· Privacy for learners to practise without anyone looking over their shoulder
· Less expensive to run and easy to update and maintain
Weakness:
· Required learners to be able to use computers
· Did not diagnose learning problems
· Unable to use concrete learning materials
· Limited in content / v Researcher explores the use of internet and web technologies in teaching and learning of mathematics. Engages in an ongoing review of online resources for supporting mathematics learning
v Researcher plans and develops a proposal for Online mathematics learning environment to support mathematics learning within TAFE
v Researcher wins a grant and works with a team of mathematics teachers to develop an online learning environment.
v Researcher promotes the use of online learning environment amongst TAFE teachers and students by developing a print based module to introduce MCA online.
v Researcher conducts a review and evaluation of MCA online with teachers and students
v Researcher presents the new online learning environment to the field of TAFE educators via presentation in seminars and conferences
Stage 3: Classroom intervention using blended teaching
During this stage the approach focussed on classroom intervention. The methodology of blended teaching emerged due to two main factors- one that the teachers wanted to integrate technology in their maths teaching and secondly from the lack of motivation of students to learn general mathematics when they are enrolled in a vocational program. In this approach online maths learning was customised to match with classroom maths topics, concepts and discussions. It attempted to blend the best of both worlds to create learning opportunities that were motivating, authentic and easy to access.
Strengths:
· Context for learning is clear
· Access to learning is extended beyond class time
· Builds a community of learners via online discussions
· integrated into coursework
Weakness:
· Reduces face to face contact time with teacher
· traditional assessment disadvantages online users
· Depends on learners computer skills
· Requires online skills in teachers / v Researcher teams up with a vocational mathematics teacher to develop a blended learning module of mathematics using MCA online content and resources.
v Researcher develops a plan to evaluate the effectiveness on blended online learning in mathematics using an experimental group where online blended learning is trialled and a control group where the same mathematics content is taught using traditional methods.
v Researcher compares students attitude towards mathematics in both control and experimental group
v Researcher compares students achievement in mathematics in both control and experimental group
v Researcher observes students participation in mathematics classrooms using blended online learning methodology
v Researcher conducts interviews with learners to explore issues of mathematics learning using blended online methodology
v Researcher analyses test results and online usage data to identify any patterns and issues.
v Researcher conducts ongoing discussions and a final interview with the mathematics teacher

MCA research:

Updated june 2006