A Blended Learning Approach in Mathematics

A Blended Learning Approach in Mathematics

B. Abramovitz (ORT Braude College, Israel), M. Berezina (ORT Braude College, Israel), A. Berman (Technion Israel Institute of Technology, Israel) and L. Shvartsman (ORT Braude College, Israel)
DOI: 10.4018/978-1-60960-875-0.ch002
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In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering students. This type of blended learning (BL) contains the best properties of e-learning and face-to-face learning and helps overcome many obstacles in traditional teaching. We use our approach in order to improve students’ conceptual understanding of theorems. We describe online assignments specifically designed to help students better understand the meaning of a theorem. These assignments are given to students in addition to traditional lectures and tutorials with the objective that they can learn to learn on their own. Students “discover” the theorem and study it independently, by using a “bank” of examples and a lot of theoretical exercises we supply. The assignments are built in such a way that students receive feedback and instructions in response to their Web-based activity.
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We teach different Mathematics courses designed for engineering students. One of these courses is Calculus, which is an important part of the curriculum of most of the students in our university. Usually, this course consists of a four-hour weekly lecture (standard frontal teaching) and a two-hour weekly tutorial, plus homework assignments. Students take midterm and final pencil-and-paper exams.

In our teaching we encounter problems that are difficult to solve in a face-to-face teaching framework. Many of our students are not interested in Mathematics: they are not intending to specialize in it, and they see it as a necessary evil. Some students came from schools that aim to make Mathematics teaching as simple as possible, focusing on standard methods and paying little attention to students’ understanding of basic mathematical concepts. This problem is particularly acute when students begin to study Mathematics at university. Similar problems were mentioned in the paper of Naidoo & Naidoo (2007).

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Editorial Advisory Board
Table of Contents
Elena Barbera
Angel A. Juan, Maria A. Huertas, Sven Trenholm, Cristina Steegmann
Angel A. Juan, Maria A. Huertas, Sven Trenholm, Cristina Steegmann
Chapter 1
Travis K. Miller
In this chapter a model is outlined for using asynchronous online discussions in a mathematics content course for preservice elementary teachers.... Sample PDF
A Model for Asynchronous Discussions in a Mathematics Content Course
Chapter 2
B. Abramovitz, M. Berezina, A. Berman, L. Shvartsman
In this chapter we present our work aimed at interweaving e-learning and face-to-face learning in Calculus courses for undergraduate engineering... Sample PDF
A Blended Learning Approach in Mathematics
Chapter 3
Birgit Loch
This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual... Sample PDF
Screencasting for Mathematics Online Learning: A Case Study of a First Year Operations Research Course at a Dual Delivery Mode Australian University
Chapter 4
Giovannina Albano
This chapter is concerned with the integration of research in mathematics education and e-learning. Its main aim is to provide a perspective on the... Sample PDF
Mathematics Education: Teaching and Learning Opportunities in Blended Learning
Chapter 5
Diana S. Perdue
This chapter is designed for the mathematics teacher, experienced or not, who is interested in incorporating Web-based content and activities into... Sample PDF
Best Practices for Hybrid Mathematics Courses
Chapter 6
B. Divjak
Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and... Sample PDF
Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning
Chapter 7
Maria Meletiou-Mavrotheris
The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it... Sample PDF
Online Communities of Practice as Vehicles for Teacher Professional Development
Chapter 8
Dirk T. Tempelaar, Bart Rienties, Wolter Kaper, Bas Giesbers, Sybrand Schim van der Loeff, Leendert van Gastel, Evert van de Vrie, Henk van der Kooij, Hans Cuypers
This contribution describes and evaluates a postsecondary remediation program in mathematics, aiming to ease the transition from high school to... Sample PDF
Mathematics Bridging Education Using an Online, Adaptive E-Tutorial: Preparing International Students for Higher Education
Chapter 9
D. H. Jarvis
Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the... Sample PDF
Teaching Mathematics Teachers Online: Strategies for Navigating the Intersection of Andragogy, Technology, and Reform-Based Mathematics Education
Chapter 10
Jason Silverman, Ellen L. Clay
In this chapter, we discuss our perspective on mathematical knowledge for teaching and present an emerging instructional model for supporting the... Sample PDF
Developing Teachers’ Mathematical Knowledge for Teaching through Online Collaboration
Chapter 11
R. Biehler, P. R. Fischer, R. Hochmuth, Th. Wassong
For providing an overview of our whole bridging-course programme, at first we will discuss our material concerning content-related, didactical, and... Sample PDF
Self-Regulated Learning and Self Assessment in Online Mathematics Bridging Courses
Chapter 12
Sven Trenholm, Angel A. Juan, Jorge Simosa, Amilcar Oliveira
This chapter presents a comparative study regarding four long-term experiences teaching mathematics online at four different universities in Europe... Sample PDF
Long-Term Experiences in Mathematics E-Learning in Europe and the USA
Chapter 13
M Badger, C J Sangwin
In this chapter we explain how computer aided assessment (CAA) can automatically assess an answer that consists of a system of equations. In... Sample PDF
My Equations Are the Same as Yours!: Computer Aided Assessment Using a Gröbner Basis Approach
Chapter 14
Barry Cherkas, Rachael M. Welder
There is an abundance of Web-based resources designed for mathematics teachers and learners at every level. Some of these are static, while others... Sample PDF
Interactive Web-Based Tools for Learning Mathematics: Best Practices
Chapter 15
M. Lokar, P. Lukšic, B. Horvat
The lack of tools that are easy to use, but at the same time provide the functionality required for a quality education, and technical knowledge... Sample PDF
NAUK.si: Using Learning Blocks to Prepare E-Content for Teaching Mathematics
Chapter 16
J.G. Alcázar, M. Marvá, D. Orden, F. San Segundo
We describe our experience of using the following mathematical tools: an e-learning platform (Moodle), several components of the WIRIS software... Sample PDF
Software Tools Used in Math Refresher Courses at the University of Alcalá, Spain
Chapter 17
Morten Misfeldt, Anders Sanne
Teaching and learning mathematics at university level is increasingly being supported by Learning Management Systems. In this chapter, we report... Sample PDF
Formula Editors and Handwriting in Mathematical E-Learning
Chapter 18
Ciarán Mac an Bhaird, Ann O’Shea
In this chapter we will discuss the importance of using technology to enhance mathematics education and mathematics support. We present our initial... Sample PDF
The Role of Technology in Mathematics Support: A Pilot Study
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