1. Using Technology to Deepen the
Learning Experience in 1st Year
Mathematics
by Ian Schroeder (UCT)

2. Contents
• Background
• Theory
• The learning task
– Educational goals
– Details
• Tools vs Task
• Feedback
– Cycle
– Explored
• Future considerations

3. Background and context
• Knowledge transfer
• Incoming student knowledge (Davidowitz & Rollnick, 2010)
• Maths perceptions (Leitze, 1996)
• Learning strategies (Mji, 2003)
• Financial constraints (Wandilsile & Tshiwula, 2012)
• Digital access and skill levels (surveys required)
• Class size and level

4. Theoretical Considerations
• Collaborative learning (Smith and MacGregor, 1992)
• Traditional (Marshall et al, 2007. Beichner, 2008) vs Web
collaborative learning (Lipponen, 2002. Augar et al, 2004. Ben-
Zivi, 2007. Martin & Premadasa, 2010. Micocha & Thomas, 2007)
• Motivation
• Influence primary learning space (tech vs paper)

5. The Learning Task
Educational Goals
• Facilitate a deeper exploration of the mathematical
concepts via asynchronous collaborative learning
• Develop an appreciation for the applicability of
mathematical content by exploring real world
examples
• Initialise a reflective practitioner approach to problem
solving by having to constantly review their group’s
work over a period of time

6. The Learning Task cont
Task Details
• Work in assigned groups, collaborate asynchronously and
contributes to CA mark.
• Warm up task from historical or modern mathematics.
• Digital skills support provided in warm up task (partly in supervised
lab)
• add, edit and comment on content that is posted online by group
members
• Teaching staff engaged in active facilitation

7. Task details continued
• Informed of grievance procedure and communications protocol
• Phase 2: Groups assigned a real world problem and be required to
develop a ‘solution’
• Formal group meetings once a week – tutor present for part of this
• Project milestones – marks awarded
• Clear requirements e.g. history of technique, conceptual approach,
solution explanation and numerical approach.
• Final presentation by random group member.
• Use of Turnitin and CPR (?)

8. Tool vs Task (Bower, 2008)
Affordances Blog Chat Forum Wiki Task
Read-ability v v v v v
View-ability v v v v
Watch-ability v v v v
Write-ability v v v v v
Edit-ability v v
Math-ability v v
Revision-Ability v v v v v
Draw-ability v v v v
Resize-ability v v v
Move-ability v v v
Accessibility v v v v v
Message-ability v
Browse-ability v v v v v
Search-ability v v v v v
Link-ability v v v v
Permission-ability v v v v v
Share-ability v v v

9. Feedback Cycle
1. Consider validity of feedback (if nec. consult)
2. Explore model from perspective of feedback
3. Address feedback issue in prototype
4. Repeat 2 & 3 till acceptance
5. Once multiple changes have been made repeat 2 & 3
Also probe impact on students :
– Concepts of Mathematics Questionnaire (Crawford et al, 1998)
– Approaches to Studying Questionnaire (Richardson, 1990)
– Experiences of Teaching and Learning Questionnaire (Ramsden, 1991)
– Course evals, interviews and focus groups
NB: Big benefit of feedback  focussed reflection

10. Feedback Explored
• Focus on the theoretical foundations
• How will it work?
• How will it address the learning problem?
• Collaborative wikis at first year level????!!!!
• Facilitation aspects
• Wiki vs in (or out of class) collaborative learning

11. Future Considerations
• Detailed exploration of facilitation and identifying training
requirements
• The need for alignment of assessment activities
• The need for a pilot program prior to implementation.
• Consider implementing:
– Broadening collaboration to include national and international student projects
– Collaborative textbooks
– Adobe connect interviews to address motivational issues
– Concept mapping from both lecturer and student perspective for deeper understanding
– Reflective learning journals via blogs
– Flipping the classroom using vodcasting
– Integrating the use of 3D visualisation software

12. References
• Augar, N. Raitman, R. Zhou, W. (2004, December) ‘Teaching and learning online with wikis’, Proceedings of the 21st
ASCILITE Conference, Perth, Australia: 95-104
• Beichner, R. (2008) ‘The SCALE-UP Project: A Student-Centered Active Learning Environment for Undergraduate
Programs’, BOSE Conference on Promising Practices-Innovation in Undergraduate STEM Education, Washington,
DC.
• Ben-Zivi, D. (2007) ‘Using Wiki to promote Collaborative Learning in Statistics Education’, Technology Innovations in
Statistics Education, Center for the teaching of Statistics, UCLA, UC Los Angeles
• Bower, M (2008). ‘Affordance Analysis – matching learning tasks with learning technologies’, Educational Media
International, 45(1): 3-15
• Crawford, K. Gordon, S. Nicholas, J. Prosser, M. (1998) ‘University mathematics students' conceptions of
mathematics’, Studies in Higher Education, Volume 23 (1): 87-94
• Davidowitz, B. Rollnick, M. (2010) ‘Adjustment of underprepared students to tertiary education’, in Rollnick, M.
(eds) Identifying Potential for Equitable Access to Tertiary Level Science. Springer: 89-108
• Leitze, A.R. (1996) ‘To major or not major in mathematics? Affective factors in the choice-of-major decision’, in
Kaput, J. Schoenfeld, A. Dubinsky, E. (eds) CMBS Issues in Mathematics Education 6:83–100
• Lipponen, L. (2002) ‘Exploring Foundations for Computer-Supported Collaborative Learning’, Proceedings of CSCL
2002: 72-81

13. • Martin,P. Premadasa,K. (2010), ‘effective use of Wikis in College Mathematics Classes’, Journal on
Systemics, Cybernetics and Informatics, Volume 8(6): 76-78
• Marshall, D. Lesai, M. Schroeder, I. (2007, December) ‘Making the Tacit Explicit: Accessing the
Discourse of Physics’, For Engineering and Science Educators, Volume 11, 4-6.
• Minocha, S. Thomas, P. (2007, December) ‘Collaborative Learning in a Wiki Environment:
Experiences from a software engineering course’, New Review of Hypermedia and Multimedia,
volume 13 (2): 187-209.
• Mji, A. (2003) ‘A three-year perspective on conceptions of and orientations to learning mathematics
of prospective teachers and first year university students’, International Journal of Mathematical
Education in Science and Technology, volume 34 (5): 687-698
• Ramsden, P.(1991) ‘A performance indicator of teaching quality in higher education: The Course
Experience Questionnaire’, Studies in Higher Education, volume 16 (2): 129-150
• Richardson, J. (1990) ‘Reliability and replicability of the Approaches to Studying Questionnaire’,
Studies in Higher Education, volume 15 (2): 155-168
• Smith, B. MacGregor, J. (1992) ‘What is Collaborative learning’, Goodsell, A. (eds) Collaborative
learning: A Sourcebook for Higher Education, National Center on Postsecondary Teaching, Learning
and Assessment, University Park, PA: 10-29
• Wandisile, M. Tshiwula, L. (2012, January) ‘Student diversity in South African higher education’,
Widening Participation and Lifelong Learning, Volume 13, Special Issue: 19-33