1.7 Social Media in Teaching Mathematics
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The document discusses using social media in teaching mathematics. It outlines an introduction and motivation for using social media to address issues with traditional "chalk and talk" methods that can lead to bored, disengaged students. The document proposes taking action by incorporating collaborative learning techniques through social media platforms. This would be followed by evaluating the effectiveness of the approaches and considering further work on refining the strategies.
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1.7 Social Media in Teaching Mathematics
- 1. Social Media in Teaching Mathematics Solent Learning and Teaching Community Conference 2016 Southampton Solent University, 24.06. 2016 Vesna Perišić
- 2. Outline • Introduction • Motivation • Action • Evaluation • Conclusion • Further work • References
- 17. Conclusions
- 18. Further work
- 19. References •Gokhale, Anuradha A. Collaborative Learning Enhances Critical Thinking Journal of Technology Education, 1995,Volume 7 Number 1 • Rambe, Patient Converged social media: Identity management and engagement on Facebook Mobile and blogs Australasian Journal of Educational Technology, 2013, 29(3) • Rudin, Walter Principles of Mathematical Analysis
Notas do Editor
- Originally in collaboration with Fiona Harvey and Tamsyn Smith from Centre for Innovation in Technologies and Education (CITE).
- After a brief introduction will try to motivate and illustrate difficulties connected with teaching/learning mathematics. What we have done? How to evaluate the work done? What we have learnt and how this will inform our future practice.
- Students are looking for real world examples and not finding them. The 19th century mathematical rigour is still relevant.
- An illustration of the mathematical rigour on an (ε δ) definition of the limit of a function at a point.
- (ε , δ) concept inspires jokes , cartoons and lyrics
- Often students do not engage with 45 min of “chalk” and talk.
- Disengaged and bored students? How to improve student experience?
- Working collaboratively with students. At heart of any successful collaboration is a good communication. Using Facebook as a communication channel.
- We discussed the Class Test, shared some maths fun links.
- Shared the links dealing with UCU industrial actions.
- Our event “Christmas tutorial” turned to be fun.
- Vegan lemon drizzle cake – it was delicious and the recipe was requested and discussed.
- Intruder? The name of the person who posted this was not a name from the student list ... Open/Closed group?
- Module questionnaire and exam results
- Evaluations: Students quite silent, non-responsive on FB poll. Excitement about use of FB in teaching? It is just normal to be on FB. Boundaries between when working on FB and when socialising are blurred.
- Comparing the exam results a year pre Facebook and the year when the when the FB has been used for the first time. Similar trend.
- If the student performance on an exam is better how to evaluate due to which factor? Can we answer this question robustly? Even if we found something that worked that particular year – does not mean it is going to work the next year. “We are different generation”, said a student when comparing use of FB in two consecutive years. We live in a very dynamic time when everything is changing – maths maybe not, but the way we should communicate it definitely does.
- The current first year students share links, discuss, ask and answer questions. The same student next year did not engage with FB.