i’m useless at maths! how can we overcome this mindset with student primary teachers through the...

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Student ExamplesStudent Examples

Ted wins £3.68 short of one million pounds on the lottery. How much does Ted win?

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Student ExamplesStudent Examples

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Student ExamplesStudent Examples

How many hours and minutes is it from 8.35am one day to 1am the following day?

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Student ExamplesStudent Examples

Divide 238 by 8

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I’m useless at maths!I’m useless at maths!

How e-assessment can be How e-assessment can be used to raise competence and used to raise competence and confidence in student primary confidence in student primary

teachers?teachers?

Sheila HendersonSheila Henderson

University of DundeeUniversity of Dundee

School of EducationSchool of Education

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BackgroundBackground

Observing studentsObserving students

Listening to students – I hate maths!Listening to students – I hate maths!

Module exam marksModule exam marks

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1. Turning Point1. Turning Point

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In a sale an item that originally cost In a sale an item that originally cost £90 is reduced by 20%. What does it £90 is reduced by 20%. What does it cost now?cost now?

£81

£99

£72

£45

25% 25%25%25%

1.1. £81£81

2.2. £99£99

3.3. £72£72

4.4. £45£45

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Raising ConsciousnessRaising Consciousness

Johari profileJohari profile– unconscious unconscious

incompetenceincompetence– conscious incompetenceconscious incompetence– unconscious competenceunconscious competence– conscious competenceconscious competence

student’s own student’s own realisation realisation prompts actionprompts action

(Luft and Ingham, 1955)

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25%

25%25%

25%

North West South East North East South West

If you are on a bearing of 045º in which If you are on a bearing of 045º in which direction are you heading?direction are you heading?

1.1. North WestNorth West

2.2. South EastSouth East

3.3. North EastNorth East

4.4. South WestSouth West

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Response System ResearchResponse System Research

““Clickers” create a more positive and active Clickers” create a more positive and active atmosphere in the large classroom.atmosphere in the large classroom.

(Caldwell, 2007)(Caldwell, 2007)

Students desire to be involved and engaged.Students desire to be involved and engaged.(Trees and Jackson, 2007) (Trees and Jackson, 2007)

Registration rates of PRS “clickers” can Registration rates of PRS “clickers” can indicate indicate ‘‘at risk’ students.at risk’ students.

(Griff and Matter, 2007)(Griff and Matter, 2007)

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How much will I pay for 8 items How much will I pay for 8 items that each cost £5.99?that each cost £5.99?

25%

25%

25%

25%

1.1. £48.72£48.72

2.2. £47.92£47.92

3.3. £40.82£40.82

4.4. £46.02£46.02

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ImpactImpact

Students enjoy using themStudents enjoy using them Breaks up the lecture formatBreaks up the lecture format

– One of many waysOne of many ways Checks understandingChecks understanding AnonymousAnonymous Responses can be savedResponses can be saved

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2. Online Maths Assessment 2. Online Maths Assessment (OMA)(OMA)

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DetailsDetails 30 5-14 level F/E 30 5-14 level F/E questionsquestions Itembank of 350 questionsItembank of 350 questions 1.5 hours1.5 hours Unlimited attempts Unlimited attempts Formative Formative feedbackfeedback given given 85% threshold (raised last year)85% threshold (raised last year)

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ResearchResearch 65% of students overall did not reach the 65% of students overall did not reach the

80% receommended competence level80% receommended competence level

Higher students less likely to reach thresholdHigher students less likely to reach threshold– 87% students < 80% (Higher)87% students < 80% (Higher)– 73% students < 80% (Standard Grade) 73% students < 80% (Standard Grade)

(Henderson and Rodrigues, 2008)

Increased competence = increased Increased competence = increased confidenceconfidence

(Henderson, 2010)(Henderson, 2010)

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Benefits of the OMABenefits of the OMA

Less staff timeLess staff time Consistency of markingConsistency of marking Immediate and formative feedbackImmediate and formative feedback Personal controlPersonal control Reduced anxiety (compared to Reduced anxiety (compared to

exam)exam)

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But …But …

Single responseSingle response Non participation – the “lurkers”Non participation – the “lurkers”

(Conole and Warburton, 2005, p.28)

Trial and error approachesTrial and error approaches(Walker, Topping and Rodrigues, 2008)

Development of higher order thinkingDevelopment of higher order thinking(See (See Thelwall, 2000, p.40)

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Current and Future Current and Future DevelopmentsDevelopments

Exam assessment of competence Exam assessment of competence removedremoved

OMA each yearOMA each year Profile for Entry to Teaching Profile for Entry to Teaching

ProfessionProfession Extend assessment – branchingExtend assessment – branching Confidence measuresConfidence measures Online Language AssessmentOnline Language Assessment

2020

A final word from a studentA final word from a student

““I like maths!!! I can't believe I am I like maths!!! I can't believe I am able to say this having hated it for able to say this having hated it for years and years at school … I have years and years at school … I have done it [the OMA] and actually got done it [the OMA] and actually got 100%. WOW!” 100%. WOW!”

(BEd 4 student 2008-09) (BEd 4 student 2008-09)

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ReferencesReferencesCaldwell, J. E. (2007). Clickers in large classrooms: Current research and best practice tips. CBE Life Sciences Education, 6, 9-20.

Conole, G. & Warburton, W. (2005). A review of computer-assisted assessment, Conole, G. & Warburton, W. (2005). A review of computer-assisted assessment, ALT-J,ALT-J, 13, 1, 17-31.13, 1, 17-31.

Griff, E. R. and Matter, S. F. (2007). Early identification of at-risk students using a Griff, E. R. and Matter, S. F. (2007). Early identification of at-risk students using a personal response system personal response system British Journal of Educational TechnologyBritish Journal of Educational Technology (Online Early Articles). (Online Early Articles). doi:10.1111/j.1467-8535.2007.00806.x.doi:10.1111/j.1467-8535.2007.00806.x.

Henderson, S. and Rodrigues, S. (2008). ScHenderson, S. and Rodrigues, S. (2008). Scottish student primary teachers’ levels of ottish student primary teachers’ levels of mathematics competence and confidence for teaching mathematics: Some mathematics competence and confidence for teaching mathematics: Some implications for National Qualifications and Initial Teacher Education. implications for National Qualifications and Initial Teacher Education. Journal of Journal of Education for TeachingEducation for Teaching 34, 2, 93-107.34, 2, 93-107.

Henderson, S. (2010) Mathematics Education: The Intertwining of Affect and Henderson, S. (2010) Mathematics Education: The Intertwining of Affect and Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee.Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee.

Luft, J. & Ingham, H. (1955). The Johari Window: A graphic model for interpersonal relations. Los Angeles, CA: University of California Western Training Laboratory in Group Development

Trees, A. R. and Jackson, M. H. (2007). The learning environment in clicker classrooms: Student process of learning in large university level courses using student response systems. Learning, Media and Technology, 32, 21-40.

Walker, D., J., Topping, K. & Rodrigues, S. (2008). Student reflections on formative e-assessment: Expectations and perceptions, Learning, Media and Technology, 33, 3, 221-234.

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