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Scaffolding conceptual learning in mathematics with technology enhanced pedagogy – a preliminary evaluation of student engagement with screencasts
PROCEEDINGS

, Australian Catholic University, Australia ; , SWINBURNE UNIVERSITY OF TECHNOLOGY, Australia

EdMedia + Innovate Learning, in Victoria, Canada ISBN 978-1-939797-03-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: We report on a preliminary evaluation of the delivery of engaging, flexible and learner-centred experiences using screencasting technology. This technological/pedagogical innovation is directed at enabling students to develop deeper understanding of key mathematical concepts in order to equip them to undertake degrees in engineering, sciences and statistics. The methods, issues and outcomes of our research demonstrate the success of the MathsCasts that have been designed, but also attest to the merit of long-term design based research. The results presented show the value of visual, interactive screencasts for the teaching of mathematics, and the positive impact that this technology has on student learning. We present initial results from a student survey to identify students’ active learning strategies, the role of flexibility in design of the resources, and how students have integrated the MathsCasts into their studies.

Citation

McLoughlin, C. & LOCH, B. (2013). Scaffolding conceptual learning in mathematics with technology enhanced pedagogy – a preliminary evaluation of student engagement with screencasts. In J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of EdMedia 2013--World Conference on Educational Media and Technology (pp. 259-265). Victoria, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

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