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
LanguageEnglish
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
Copyright Statement

Copyright Notice: The copyright of articles will remain with the author(s).
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
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https://repository.mdx.ac.uk/item/89v22

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