Pretesting mathematical concepts with the mobile phone: Implications for curriculum design
One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instructi...
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Athabasca University Press
2012
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oai:doaj.org-article:0bbde031fe2e4b0fb87f43e27811e01a2021-12-02T18:03:18ZPretesting mathematical concepts with the mobile phone: Implications for curriculum design10.19173/irrodl.v13i1.10651492-3831https://doaj.org/article/0bbde031fe2e4b0fb87f43e27811e01a2012-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1065https://doaj.org/toc/1492-3831 One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone. Rita Ndagire KizitoAthabasca University Pressarticlepre-diagnostic testingmobile phonedistance learningundergraduate Calculus teachingRealistic mathematics teachingthe perspective of didactic functionalitiesSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012) |
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DOAJ |
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DOAJ |
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EN |
| topic |
pre-diagnostic testing mobile phone distance learning undergraduate Calculus teaching Realistic mathematics teaching the perspective of didactic functionalities Special aspects of education LC8-6691 |
| spellingShingle |
pre-diagnostic testing mobile phone distance learning undergraduate Calculus teaching Realistic mathematics teaching the perspective of didactic functionalities Special aspects of education LC8-6691 Rita Ndagire Kizito Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| description |
One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.
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| format |
article |
| author |
Rita Ndagire Kizito |
| author_facet |
Rita Ndagire Kizito |
| author_sort |
Rita Ndagire Kizito |
| title |
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| title_short |
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| title_full |
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| title_fullStr |
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| title_full_unstemmed |
Pretesting mathematical concepts with the mobile phone: Implications for curriculum design |
| title_sort |
pretesting mathematical concepts with the mobile phone: implications for curriculum design |
| publisher |
Athabasca University Press |
| publishDate |
2012 |
| url |
https://doaj.org/article/0bbde031fe2e4b0fb87f43e27811e01a |
| work_keys_str_mv |
AT ritandagirekizito pretestingmathematicalconceptswiththemobilephoneimplicationsforcurriculumdesign |
| _version_ |
1718378732090032128 |