1 / 9

Anders Sjögren and Magnus Andersson School of ICT, KTH

Bridging the gap in mathematics for first-year students – strategies to work jointly with students. Anders Sjögren and Magnus Andersson School of ICT, KTH. Background history. Students: HING in Kista (TIDAB AND TIEDB)

manning
Download Presentation

Anders Sjögren and Magnus Andersson School of ICT, KTH

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Bridging the gap in mathematics for first-year students – strategiestoworkjointlywith students Anders Sjögren and Magnus Andersson Schoolof ICT, KTH

  2. Backgroundhistory • Students: HING in Kista (TIDAB AND TIEDB) • < 2014 – Decrease in throughput, teachersrealizelarge problems for students tounderstandmathematics • 2015 – Questionnaireto all students in the programs • 2015 – Internalfacultydiscussions • 2016 – Preliminarmeasures, first-year students involved in mathematicsprojects • 2016 – Questionnaireto all first-year students • 2017 – New introductorycourse in mathematicswill be given

  3. Questionnaires • The ”medicaldoctor’smethodology” • • Freeanswerquestions • (What do the students describe?  ”listen to the patient”) • • Test results • (How do wefindoutwhat to do?  ”medical tests”) • • Analysisof the answers • (How do weinterprete the results?  ”clinicalexperience”) • But …

  4. Butrememberthat • teaching and learning is an interactive process • betweenteachers and students • i.e. we must curebothourselves and the students! • ”Curingteachers” – ability to applypedagogic and didacticknowledge in the appropriate situation • ”Curing students” - trainthem to become independent learnersthattakeresponsibility for howtheyusetheirknowledge and skills • (What ”treatment” and ”medicine” to prescribe?)

  5. Projects about Mathematics Project Task: Pick something from your previous experience of learning mathematics that you never understood or found hard to understand. Try to explain this math to other upper high school pupils in a “www-module” that could be adopted by ”http://www.matteboken.se/” • Komplexa tal (winner) • Serieutveckling • Gränsvärden • Deriveringsregler • ”Daily refresh” • ”Calculus” • Derivator • Absolutbelopp • Matematisk analys • Trigonometri • Diagnostiskt prov • Formelsamling • Matematikprov • Quiz • MathQuest • An attempt to let students elaborate around mathematics and gain understanding (first course year one, pre-excercise before first math-course)

  6. Gap betweenuppersecondaryschool and KTH(not drawntoscale)

  7. Whatdoes the gap consistof? • • Contentknowledge • • Uppersecondaryschool : 6-8 courses at the same time • KTH : 2 courses at the same time • 4 timeslarger speed ofstudy at KTH! • • Differences in students’ maturityto plan theirown studies • • ??? • How do wehelp the student to bridge the gap?

  8. Workshop • Look at someofour ”clinical” results • Questions • Whatstrategiesshouldweusetogainbetterknowledgeofthis problem? • Whatshouldwe do tohelp students to bridge the gap betweenuppersecondaryschool and KTH?

  9. Workshop – deliver your ideas! Open two web browser windows, se below, and deliver your ideas as they fall in your mind! • Go to www.menti.com and use the code 194491 • ------------------------ • “How to bridge the gap?” Go to www.menti.com and use the code 17415 -------------------------- “What strategies should we use to gain better knowledge of this problem?”

More Related