Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond

Article


Jones, M., Megeney, A. and Sharples, N. 2022. Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections. 20 (1), pp. 74-83. https://doi.org/10.21100/msor.v20i1.1322
TypeArticle
TitleEngaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond
AuthorsJones, M., Megeney, A. and Sharples, N.
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.

KeywordsInclusive assessment; digital poverty; technology enhanced learning; iPad; virtual whiteboard
PublisherUniversity of Greenwich
JournalMSOR Connections
ISSN1473-4869
Electronic2051-4220
Publication dates
Online08 Apr 2022
Print08 Apr 2022
Publication process dates
Deposited03 Mar 2022
Submitted08 Nov 2021
Accepted02 Nov 2022
Output statusPublished
Publisher's version
File Access Level
Open
Copyright Statement

The copyright of articles will remain with the author(s).
The article was first published in MSOR Connections: Jones, M., Megeney, A., & Sharples, N. (2022). Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections, 20(1), 74–83. https://doi.org/10.21100/msor.v20i1.1322
The published article is reproduced in the Middlesex University Research Repository with permission.

MSOR Connections Open Access Policy: This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

Additional information

Vol 20, No 1 (2022): CETL-MSOR Conference Special Issue 1: Responding to the COVID-19 pandemic

Digital Object Identifier (DOI)https://doi.org/10.21100/msor.v20i1.1322
LanguageEnglish
Permalink -

https://repository.mdx.ac.uk/item/89v22

Download files


Publisher's version
1322-6273-1-PB.pdf
File access level: Open

  • 82
    total views
  • 31
    total downloads
  • 2
    views this month
  • 1
    downloads this month

Export as

Related outputs

Authentic activities for making mathematicians
Masterson, B., Megeney, A. and Sharples, N. 2024. Authentic activities for making mathematicians. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Public engagement for student empowerment
Masterson, B., Megeney, A. and Sharples, N. 2024. Public engagement for student empowerment. CETL-MSOR Conference 2024. University of Limerick, Ireland 29 - 30 Aug 2024
Authentic no-exam assessment for student wellbeing
Masterson, B., Sharples, N. and Megeney, A. 2024. Authentic no-exam assessment for student wellbeing. Designing Assessment to Promote Students’ Wellbeing. University of Greenwich, London, UK 10 - 10 Jul 2024
Authenticity in learning, teaching and assessment
Masterson, B., Sharples, N., Jones, M., Megeney, A. and Lawrence, S. 2024. Authenticity in learning, teaching and assessment. MSOR Connections. 22 (2), pp. 29-36. https://doi.org/10.21100/msor.v22i2.1488
Paving the path: empowering women in STEM from university to industry
Vaka, S., Trestian, R., Baskent, C., Shayesteh, H. and Megeney, A. 2024. Paving the path: empowering women in STEM from university to industry. 2024 IEEE Global Engineering Education Conference. Kos, Greece 08 - 11 May 2024 IEEE.
Revising the role of the history of mathematics in post-pandemic world
Lawrence, S., Megeney, A., Sharples, N., Masterson, B. and Jones, M. 2022. Revising the role of the history of mathematics in post-pandemic world. Uzdanica. XIX, pp. 17-28. https://doi.org/10.46793/Uzdanica19.S.017L
Authentic by design: developing students for the talent economy
Barter, P., Megeney, A., Graham, J., Parmar, D. and Mourouti, O. 2023. Authentic by design: developing students for the talent economy. AdvanceHE Assessment and Feedback Symposium 2023. Reading, UK 07 - 07 Nov 2023
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2023. Student video curation. MSOR Connections. 21 (2), pp. 15-24. https://doi.org/10.21100/msor.v21i2.1403
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Jones, M., Lawrence, S., Megeney, A. and Sharples, N. 2023. Authentic by design: developing mathematicians for the talent economy. MSOR Connections. 21 (2), pp. 44-51. https://doi.org/10.21100/msor.v21i2.1400
Student video curation
Jones, M., Lawrence, S., Masterson, B., Megeney, A. and Sharples, N. 2022. Student video curation. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Authentic by design: developing mathematicians for the talent economy
Masterson, B., Megeney, A., Sharples, N., Lawrence, S. and Jones, M. 2022. Authentic by design: developing mathematicians for the talent economy. CETL-MSOR Conference 2022. Abertay University, Dundee, UK 01 - 02 Sep 2022
Intentionality for inclusivity - the journey at Middlesex University
Roberts, H., Punev, I., Allardyce, D., Kyprianou, A., Appiah, S., Megeney, A., Calin, A., Gallacher, D. and Mill, R. 2022. Intentionality for inclusivity - the journey at Middlesex University. McGraw Hill.
On solutions of the transport equation in the presence of singularities
Miot, E. and Sharples, N. 2022. On solutions of the transport equation in the presence of singularities. Transactions of the American Mathematics Society. 375 (10), pp. 7187-7207. https://doi.org/10.1090/tran/8701
Digital pedagogy in a world of digital poverty: the Middlesex iPad project
Jones, M., Megeney, A. and Sharples, N. 2021. Digital pedagogy in a world of digital poverty: the Middlesex iPad project. AdvanceHE Curriculum Symposium 2021. Online 08 Jun 2021
Using technology to engage Generation Z Mathematics students
Jones, M. and Sharples, N. 2020. Using technology to engage Generation Z Mathematics students. University of South Wales: Teaching Excellence Seminars. Online 09 Nov 2020
iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting.
Jones, M., Megeney, A. and Sharples, N. 2021. iPads for teaching and learning mathematics: collaborative group-work in an engineering-appropriate setting. UCLan Conference: "Supporting Engineering Students with Weak Maths Skills and Widening Participation". Online 25 Mar 2021
Collaboration and co-creation at a distance: using technology to enhance student engagement online
Jones, M., Megeney, A. and Sharples, N. 2021. Collaboration and co-creation at a distance: using technology to enhance student engagement online. AdvanceHE Student Engagement Conference 2021. Online 26 May 2021
Video recording lectures: blending the quarantini
Jones, M. and Sharples, N. 2020. Video recording lectures: blending the quarantini. TALMO Workshop: Student Engagement and Interaction. Online 03 Sep 2020
The Z transform: active learning approaches for generation Z
Jones, M. and Megeney, A. 2019. The Z transform: active learning approaches for generation Z. CETL-MSOR Conference 2019. Dublin City University, Ireland 05 - 06 Sep 2019
Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum
Jones, M. and Megeney, A. 2020. Programming in groups: developing industry-facing software development skills in the undergraduate mathematics curriculum. MSOR Connections. 18 (2), pp. 18-24. https://doi.org/10.21100/msor.v18i2.1087
Problem solving methods in undergraduate mathematics
Megeney, A. and Jones, M. 2018. Problem solving methods in undergraduate mathematics. CETL-MSOR Conference 2018 Evidencing Excellence. University of Glasgow, Scotland
Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics
Jones, M. and Megeney, A. 2016. Building mathematics: how the construction and use of artefacts can be used to engage students with their learning of Mathematics. CETL-MSOR Conference 2016 A Brave New World. Loughborough University pp. 56-60
Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics
Jones, M. and Megeney, A. 2019. Thematic problem solving: A case study on an approach to teaching problem solving in undergraduate mathematics. MSOR Connections. 17 (2), pp. 54-59. https://doi.org/10.21100/msor.v17i2.978
Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills
Megeney, A. 2016. Engaging with mathematics: how mathematical art, robotics and other activities are used to engage students with university mathematics and promote employability skills. CETL-MSOR Conference 2015. University of Greenwich, London, United Kingdom 08 - 09 Sep 2015 sigma Network. pp. 61-65
Generalised Cantor sets and the dimension of products
Olson, E., Robinson, J. and Sharples, N. 2016. Generalised Cantor sets and the dimension of products. Mathematical Proceedings of the Cambridge Philosophical Society. 160 (1), pp. 51-75. https://doi.org/10.1017/S0305004115000584
On the regularity of Lagrangian trajectories corresponding to suitable weak solutions of the Navier-Stokes equations
Robinson, J., Sadowski, W. and Sharples, N. 2013. On the regularity of Lagrangian trajectories corresponding to suitable weak solutions of the Navier-Stokes equations. Procedia IUTAM. 7, pp. 161-166. https://doi.org/10.1016/j.piutam.2013.03.019
Dimension prints and the avoidance of sets for flow solutions of non-autonomous ordinary differential equations
Robinson, J. and Sharples, N. 2013. Dimension prints and the avoidance of sets for flow solutions of non-autonomous ordinary differential equations. Journal of Differential Equations. 254, pp. 4144-4167. https://doi.org/10.1016/j.jde.2013.02.012
Strict inequality in the box-counting dimension product formulas
Robinson, J. and Sharples, N. 2012. Strict inequality in the box-counting dimension product formulas. Real Analysis Exchange. 38 (1), pp. 95-120.