eprintid: 10169528
rev_number: 7
eprint_status: archive
userid: 699
dir: disk0/10/16/95/28
datestamp: 2023-05-09 10:24:31
lastmod: 2023-05-09 10:24:31
status_changed: 2023-05-09 10:24:31
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Jones, Matthew
creators_name: Megeney, Alison
creators_name: Sharples, Nick
title: Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond
ispublished: pub
divisions: UCL
divisions: B04
divisions: C05
divisions: F49
note: This is the published version of record. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the COVID-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus, we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year.
date: 2022
date_type: published
publisher: Educational Development Unit, University of Greenwich
official_url: https://doi.org/10.21100/msor.v20i1.1322
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
article_type_text: Article
verified: verified_manual
elements_id: 2014274
doi: 10.21100/msor.v20i1.1322
lyricists_name: Jones, Matthew
lyricists_id: MJONA05
actors_name: Flynn, Bernadette
actors_id: BFFLY94
actors_role: owner
full_text_status: public
publication: MSOR Connections
volume: 20
number: 1
pagerange: 74-83
issn: 1473-4869
citation:        Jones, Matthew;    Megeney, Alison;    Sharples, Nick;      (2022)    Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond.                   MSOR Connections , 20  (1)   pp. 74-83.    10.21100/msor.v20i1.1322 <https://doi.org/10.21100/msor.v20i1.1322>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10169528/1/1322-6273-1-PB.pdf