Flexible Scheduling As A Cause Of Improvement In Mathematical Performance
Author(s):
Rodríguez Conde María José (submitting) Martínez Abad Fernando (presenting)
Juanes Velasco Laura (presenting) Nieto Isidro Susana
Conference:
ECER 2012
Network:
24. Mathematics Education Research
Format:
Paper

Session Information

24 SES 07, Achievement and Performance in Mathematics Education

Parallel Paper Session
Chair: laura Velasco

Time:
2012-09-19
17:15-18:45
Room:
ESI 3 - Aula 2
Chair:

Contribution

Mathematics is perceived by the students (and by the society) as the typical example of “difficult matter” (Wood, 2008). At the University level, this vision has been increased due the poor level of mathematical pre-knowledge shown by the new students. The current examination for entering at the University in Spain does not solve this situation, because students can pass this examination without solving any mathematical question. Nevertheless, a good level of mathematical knowledge is a basic need for some Graduate studies, as the Engineering studies (Crawford, Gordon, Nicholas and Prosser, 1994; Kent and Noss, 2003).

Due to this situation, our interest has been to develop an experience of improvement this poor mathematical performance during a first degree in engineering at the University of Salamanca. This experience has been developed using a flexibility scheme which includes an hour of duplication of groups, called "seminar" (De Miguel et all, 2006; Exley and Dennik, 2007). This distribution has features of internal organization and use of physical space that makes it suitable for our purpose. It is remarkable that this flexibility of scheduling has supposed a high degree of collaboration between academic staff at the Center and teachers responsible of the groups involved in the experience.

The aim of this work is to evaluate and, if possible, to quantify the goodness of the use of flexibility to enhance mathematical learning. To make an evaluation as complete as possible of this experience, we have taken into account various kind of data. Data corresponding to the partial qualifications are analyzed to show significant improvement of learning issues. Those qualifications of individual performance are compared to traditional qualifications provided by traditional examinations.

 

Affective and emotional issues are also taken into account by using the surveys of satisfaction from the University. Nevertheless, the official survey tends to be too general for our propose, because is a standardized test used for all the teachers and matters at the University. Due to our interest in a more accurate evaluation of the experience, we have developed a specific test to evaluate satisfaction with the teaching staff and with the course design.

Method

To quantify the mathematical performance, we have considered the qualifications obtained by students in the ongoing evaluation and in the final evaluation. More than five partial qualifications covering a wide range of mathematical competences have been quantified. These partial qualifications are designed to measure items of interest as use of CAS (computer aided system), problem solving, “matching” test, etc. To consider the emotional and affective aspects, we take into account the data from the official satisfaction survey conducted by the University has been analyzed by examining the items related with teacher performance, interest in the matter, etc. The specific test developed by the authors has two different parts: the first one, by a Likert scale, explores questions related with the vision that the students have on mathematics, its utility, its difficulty, and so on. An especially important question is the degree of confidence on approving the course. A second part of the specific test tries to quantify questions as the material developed by the teacher, course organization, teaching performance at the classroom, etc. And some aspects of the student’s behavior are also measured, as assistance to the classroom lessons, use of bibliography, etc.

Expected Outcomes

The experience has been carried out with a group of students during the course 2010-2011. Academic results have been extremely good, with more than 90% of pass in traditional examinations. The rate of abandonment (not presented students) has been less than 25%. The statistical analysis of data from surveys of satisfaction has been based on measures of central tendency and variability. The results of this analysis show the high level of satisfaction of students with the organization of the subject, and their confidence in their level of learning. The expectations of passing the traditional examination are also very good for a high number of students. As conclusions of this work, we can indicate that the flexible scheduling and internal organization of the seminars, in addition to its smaller number of students, provide a suitable framework to make a good teaching innovation. This experience has impacted on a better learning, a better view of the objectives and competences persecuted by the subject, and higher rates of success

References

BISHOP, A. (2000). Enseñanza de las matemáticas ¿Cómo beneficiar a todos los alumnos?. En GORGORIÓ, N., DEULOFEU, J. y BISHOP, A. (eds.) Matemáticas y Educación. Retos y cambios desde una perspectiva internacional. Barcelona: Editorial GRAO. CONSEJO DE COORDINACIÓN UNIVERSITARIA (2006). Propuestas metodológicas para la renovación de las metodologías educativas. Madrid: Servicio de Publicaciones del Ministerio de Educación. CRAWFORD, K., GORDON, S., NICHOLAS, J., PROSSER, M. (1994). Conceptions of mathematics and how it is learned: The perspectives of students entering university. Learning and Instruction, Vol. 4, pp. 331–345. DE MIGUEL, M. et all (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias: orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Editorial Alianza EXLEY, K. & DENNIK, R. (2007). Enseñanza en pequeños grupos en Educación Superior: tutorías, seminarios y otros agrupamientos. Madrid: Editorial Narcea. ICMI (1997). On the Teaching and Learning of Mathematics at University Level. ICMI Bulletin No.43. KENT, P. & NOSS, R. (2003). Mathematics in the university education of engineers. Ove Arup Foundation Report, Ove Arup Foundation, London WOOD, L.N. (2008) Engineering Mathematics. What do students think? ANZIAM Journal. Vol 49, pp. C513-C525.

Author Information

Rodríguez Conde María José (submitting)
Institute of Education Sciences. University of Salamanca
Martínez Abad Fernando (presenting)
Institute of Education Sciences. University of Salamanca
Juanes Velasco Laura (presenting)
Institute of Education Sciences. University of Salamanca
Nieto Isidro Susana
Institute of Education Sciences. University of Salamanca

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