TY - GEN
T1 - Exploring the Design and Impact of Online Exercises for Teacher Training About Dynamic Models in Mathematics
AU - ter Horst, Charlie
AU - Kubbe, Laura
AU - van de Rotten, Bart
AU - Peters, Koen
AU - Bouwer, Anders
AU - Bredeweg, Bert
N1 - © Springer Nature Switzerland AG 2020, corrected publication 2020
Chapters 6, 10, 15 and 48 are licensed under the terms of the Creative Commons Attribution 4.0 International
License (http://creativecommons.org/licenses/by/4.0/). For further details see licence information in the
chapters.
PY - 2020
Y1 - 2020
N2 - The potential of software tools to support learning mathematics is widely acknowledged, but their use can be hindered for many reasons. When teaching future mathematics teachers, we observed that these students were unmotivated to use such tools. This lack of motivation was caused by two concerns held by the students. Firstly, expected difficulty with the software interface (`handling equations with computer interfaces is cumbersome') and secondly, having to do time-consuming exercises on top of the regular pen-and-paper material. To circumvent these concerns, we developed and deployed a set of exercises, categorized in seven different types, that required little effort in terms of equation `writing' with the computer interface but still covered the core mathematical principles taught in the lessons. To allow for sufficient training opportunities, the software automatically created new randomized versions of the same question type. In this paper, we present an exploratory study that discusses the potential of this approach and provides insight on the effectiveness of question types used.
AB - The potential of software tools to support learning mathematics is widely acknowledged, but their use can be hindered for many reasons. When teaching future mathematics teachers, we observed that these students were unmotivated to use such tools. This lack of motivation was caused by two concerns held by the students. Firstly, expected difficulty with the software interface (`handling equations with computer interfaces is cumbersome') and secondly, having to do time-consuming exercises on top of the regular pen-and-paper material. To circumvent these concerns, we developed and deployed a set of exercises, categorized in seven different types, that required little effort in terms of equation `writing' with the computer interface but still covered the core mathematical principles taught in the lessons. To allow for sufficient training opportunities, the software automatically created new randomized versions of the same question type. In this paper, we present an exploratory study that discusses the potential of this approach and provides insight on the effectiveness of question types used.
KW - Online exercises
KW - Mathematics
KW - Education
KW - Teacher training
U2 - 10.1007/978-3-030-57717-9_34
DO - 10.1007/978-3-030-57717-9_34
M3 - Conference contribution
SN - 9783030577162
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 398
EP - 403
BT - Addressing Global Challenges and Quality Education
A2 - Alario-Hoyos, Carlos
A2 - Rodríguez-Triana, María Jesús
A2 - Scheffel, Maren
A2 - Arnedillo-Sánchez, Inmaculada
A2 - Dennerlein, Sebastian Maximilian
PB - Springer Nature Switzerland AG
CY - Cham
T2 - 15th European Conference on Technology Enhanced Learning
Y2 - 14 September 2020 through 18 September 2020
ER -