1. Mathematics Pathfinder Semester 2 2014

2. Adoption of Educational Technology - Franziska Moser’s Model highlights the complexities of integrating technology into teaching.Model  Time Commitment : Depends on Extrinsic motivation – organizational incentives Intrinsic motivation – individual variables(personal values, goals)

3.  Competence Development – Resources/support needed to develop skills to integrate technology in a pedagogically sound way.  Course Redesign – focus on students; learning objectives via pedagogical methods.  Teaching/Learning experience, progress- affected by trustworthy infrastructure (Network, etc)  Reflection – student feedback, lecturer experience

4. Mathematical Proficiency- Kilpatrick Term coined to capture what is necessary for anyone to learn mathematics successfully Defining it in terms of five interwoven and interdependent strands to be developed in concert – “Adding it Up”Adding Mathematical proficiency should display attributes in mathematics that includes : -

5. 1. Conceptual understanding: a “grasp of mathematical ideas, its comprehension of mathematical concepts, operations and relations” (Kilpatrick et al, 2001). 2. Procedural fluency: knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them accurately 3. Strategic competence: the ability to formulate, represent and solve mathematical problems 4. Adaptive reasoning: reasoning, explanations, justification and arguments amongst many other forms of mathematical practice 5. Productive disposition: “habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy” (Kilpatrick et al, 2001, p. 131). Learners present in classrooms in which greater emphasis on effort, learning, understanding and recognition experience relatively more positive emotions

6. ID ‘At Risk students’ :Pre - Test Compile a Bank of questions including: Numeracy Ratio Algebra: Expressions, Fractions,Equations, Inequalities Exponents & Surds Function values Graphs: Line, Parabola, Hyperbola Trigonometry: Special Angles, Special Angles, definitions of trig ratios,

7. Selection and draft pre–test (35 questions): Maths team for comment. ( No calculator)pre–test Target group : Maths S1 Mechanical (95) and Industrial(52) Pre-Test Logistics: venue, printing, invigilation, marking, At Risk selection process score < 50% participate participate Group of 30 students chosen to participate participate

8. Device distribution and setup Declaration Ascertain security risk - questionnaire safety forms.pdfquestionnaire safety forms.pdf Device activation – setup laptop/tablet Network configuration Wifi activation Handover

9. Moodle Site Why – used for Geometry Short course since 2010 Notes of lessons Information Assignments Interesting inserts/articles/CDF..\Geometry module engineering\FiveBarLinkageModelOfTheBicycleRid erSystem.cdf..\Geometry module engineering\FiveBarLinkageModelOfTheBicycleRid erSystem.cdf Enrolment: Enrol participants as usersPathfinder List Sem 2 2014 for Kinghorn.csvPathfinder List Sem 2 2014 for Kinghorn.csv

10. Maths Moodle site – A. Support Material: Moodle pathfinder home page.pdf Learner guides Notes of lessons..\Maths notes and tuts\Maths S1 School revision - exponents.pdf..\Maths notes and tuts\Maths S1 School revision - exponents.pdf Revision assignments, Past Papers, Additional Notes, Articles of interest Revision Video clips

11. B. Assessment tool Mostly quizzes – Focusing on ‘at risk students’ Guided by, “Good teaching is getting most students to use the level of cognitive processes needed to achieve the intended outcomes that the more academic students use spontaneously.’(Biggs & Tang, 2011,p7)

12. Effective learning changes the way we see the world - students must see a need to change! “Good teaching is getting most students to use the level of cognitive processes needed to achieve the intended outcomes that the more academic students use spontaneously” (Biggs & Tang, 2011, p. 7) Workshop on ‘Effective learning & teaching’

13. Develop a bank of questions Category setup Category Draft Questions per Levels (1 – 3)Questions Goal – initially 30 questions per level Sample Question Sample Add a quiz – critical features includedquiz - timing (open and close quiz) - duration - number of attempts - number of questions

14. Quiz format Time constraint Multiple choice Shuffle questions Provide instant feedback Multiple attempts Review(Quiz 2 Week 3 Level 2 statistics) Review Develop mainly strands – procedure, concept, disposition, reasoning.

15. Monitoring View logs: o Per student o Per group o Moodle student activity- individual report.pdf or graph. report.pdfgraph Performance : Individual Group

16. Communication Messages – sample Moodle messages.pdf

17. Post - Test Similar to pre-test Ascertain improvement in basic maths Post test sem 2 2014.docx Results Post test analysis Adhir& Noor.xlsx Feedback and evaluation Feedback

18. Research Ethical clearance Ethical Sem 2 2014 sample consent forms.pdf Ongoing -

19. Research Papers  PAPERS UNDER PROCESSING 1. Using E-Learning Support as a Sustainable Communication Tool: Noor Ally, Deonarain Brijlall, Surversperi Suryakumari Rajah, David Day, Adhir Maharaj and Darren Lortan; Department of Mathematics, Durban University of Technology, South Africa 2. Investigating the Impact of E-Learning Support Material on Mathematics Learning: Noor Ally, Deonarain Brijlall and Adhir Maharaj; Department of Mathematics, Durban University of Technology, South Africa