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Technology for nurture in large undergraduate statistics classes

Bulmer, Michael and Rodd, Melissa (2005) Technology for nurture in large undergraduate statistics classes. International Journal of Mathematical Education in Science and Technology, 36 (7). pp. 779-787. ISSN 0020-739X

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Abstract

We report here on a practitioner study of a first year undergraduate service course that aligns a webbased, student-lecturer communication system with the mathematical curriculum. The report presents and analyses data from students and from the lecturer and outlines the nature of the technical interface. We indicate how communication of the students’ affective learning needs had a positive influence on the professional development of the lecturer himself. Furthermore, we claim that success of mathematics/statistics teaching that integrates emotional responses from learners is intimately related to the knowledge, skills, beliefs and values of the lecturer.

Item Type: Article
Additional Information: This collaborative article arose from work on mathematics undergraduates. We worked as a practitioner (HEI mathematics teacher) and mathematics education researcher to develop ways of attending to students' afffective experience within large classes at HEI. The role of communications teachnology is central. This is an electronic version of an article published in Bulmer, M and Rodd, Melissa (2005) Technology for nurture in large undergraduate statistics classes. International Journal of Mathematical Education in Science and Technology, 36 (7). pp. 779-787. Journal of Mathematical Education in Science and Technology is available online at: http://www.informaworld.com/10.1080/00207390500270984
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > Curriculum, Pedagogy and Assessment
Depositing User: IOE Repository Editor (2)
Date Deposited: 12 May 2010 11:37
Last Modified: 14 Oct 2013 11:51
URI: http://eprints.ioe.ac.uk/id/eprint/4292

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