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Technology Enhanced Learning of Mathematics

Our goal is to enhance learning of mathematics in the scope of study of information science ([1]). We believe that it is very important to use technology enhanced learning especially for teaching ICT students which are in general inclined to technology. On the other hand, delivering of teaching by using the model of teacher centered learning will have little effect on equipping students with the competences, knowledge and skills to participate successfully in the knowledge economy and society ([6]), p. 12). It means that a shift has to be made towards competency based student-centered education. Therefore besides learning necessary mathematics, “ student should strive to acquire self-direction and creativity, critical thinking and problem-solving skills, collaborative team work and communication skills” ([6], p. 16). In process of construction of learning outcomes of the course Mathematics for ICT we have started from the learning outcomes of the whole study program and extract those where the course can contribute in building defined ICT competences. It defines one dimension of the course – content (width). Another dimension, the depth of the mathematical knowledge and skills, is not entirely defined by general learning outcomes and we needed a taxonomy. Therefore we tried to find suitable mathematical taxonomy to help us in that respect. We considered several taxonomies: Galbraith & Haines (2001) [5] , Smith et al. (1996) – MATH taxonomy [7], TIMSS (2003) [3] and Cox (2003) – MATH-KIT [2]. Finally, we have decided to use MATH – KIT since it is practitioner friendly taxonomy of learning objectives for mathematics, enables to design teaching, learning and assessment strategy according to learning outcomes of study program. Further, it is simple to use for classifying depth of knowledge and assessment questions and especially appropriate for web-based teaching assessment, which we also introduced in certain amount. The course is taught as a blended (hybrid) course and it means that it is combining face to face teaching with on-line virtual learning environment (VLE). Besides lectures and seminars in mathematics, students participate in peer group tutorials and use open source VLE Moodle. They are assessed through their work in classes, weekly homeworks, written essays on given mathematical topics and problems, short tests and self-assessments performed through VLE Moodle and three monthly tests. The on-line course is more focused on delivery of material than on interaction, since more communication is performed face to face. Research on students of 1st year, shows that they are doing better algebraic problems than geometry. In order to improve to develop students’ special abilities, we incorporate more graphics and geometry in VLS in form of applets and self-assessment tools. Use of blended learning contributes to student interest in mathematics and they are more involve in teaching and learning process [1] Divjak B., Erjavec Z. (2006) Enhancing Mathematics for Informatics and its correlation with student pass rates, Accepted for publishing in International Journal of Mathematical Education in Science and Technology, August, 2006. [2] Cox, W. (2003) A Math-KIT for engineers. Teaching Mathematics and its applications, Vol. 22, No. 4, 2003 [3] Engelbrecht, J. Harding, A. (2005) Teaching Undergraduate Mathematics on the Internet Part 1: Technologies and Taxonomy. Educational Studies in Mathematics (58)2, 235 - 252. [4] Galbraith, P. Haines, C. (1998) Disentangling the nexus: attitudes to mathematics and technology in a computer learning environment, Educational Studies in Mathematics 36 (1998), pp. 275– 290. [5] Galbraith, P. , Haines, C. (2001), Conceptual and procedural demands embedded in modelling tasks, in Matos J.F., W. Blum, K.S. Houston i S.P. Carreira (eds.), Modelling and mathematics education: ICTMA 9 - Applications in science and technology (pp. 342-353), Chichester, England: Horwood Publishing. [6] Open Educational Practices and Resources, OLCOS Roadmap 2012 (2007), edited by G. Geser. Available at: www.olcos.org [7] Smith, N.F., Wood, L.N., Coupland, M., Stephenson, B., Crawford, K. & Ball, G., (1996), Constructing mathematical examinations to assess a range of knowledge and skills ; Int. J. Math. Educ. Sci. Tehnol. , Vol. 27, No. 1, pp. 65-77.

technology enhanced learning; e-learning; mathematics

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