How can we measure Teaching and Learning in Math?
October 12th, 2009
Last week I prepared a new presentation for the MichMATYC conference based partially on the literature review for my dissertation. In my dissertation I am studying instructors, but in this talk I addressed both the instructor and the student side. It was also the first presentation I’ve built using Prezi, and it was interesting to re-think presentation design using a new tool. Of course, the presentation misses something without the accompanying verbal descriptions, but there is enough information on here that you can begin to understand the problem (we don’t actually know much) and the solution (common language, common measurement tools).
There are also a few new cartoons/illustrations in this presentation. I’ve started just paying for a couple of illustrations per presentation to help viewers to understand (and mostly to remember) difficult concepts. Just to give you a rough idea in the time involved to create something like this, I spent about 18 hours on the Prezi build (which doesn’t even begin to account for the time spent doing the research).
How can we Measure Teaching and Learning in Math?
If you attended the talk (in the flesh) and would like to evaluate the presentation, you can do it here on SpeakerRate.
Possibly Related Posts:
- Signed Numbers: Colored Counters in a “Sea of Zeros”
- Giving up Calculation by Hand
- Measuring Teaching and Learning in Mathematics
- Student Conceptions of Mathematics
Posted in MathED
Thanks for sharing this. I particularly liked the info on the Study Process Questionnaire and the Approaches to Study Inventory. I’ve recently been talking a lot in my workshops about strategic, surface, and deep learners, so it’s good to know about these inventories.
As a high school math teacher, who has come to teaching late in life, after a Ph.D in Engineering and some years of research and management, I am frustrated that we do not have generally agreed upon tools to evaluate teaching effectiveness. We have ideas such as “use of technology in the classroom will improve understanding”, but no peer-reviewed, statistically valid studies that evaluate the merit of these ideas. I think this presentation is a start and would be interesting to see other replies/comments to it. Kudos Maria.