1 / 22

Encouraging students to practice basic mathematics: The problems of a non-accredited course

This overview discusses the challenges of teaching basic mathematics to students in a non-accredited course, particularly Biochemists and Molecular Cell Biologists with varied mathematical backgrounds. The approach includes weekly workshops designed to improve mathematical proficiency, motivation, and engagement among students lacking A-level math qualifications. Key strategies involve setting clear learning outcomes, utilizing Moodle for resource management, and implementing tailored assessments. The outcomes highlight the importance of supportive instruction to foster confidence and competence, ultimately leading to improved test performance.

thy
Télécharger la présentation

Encouraging students to practice basic mathematics: The problems of a non-accredited course

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Encouraging students to practice basic mathematics:The problems of a non-accredited course Hazel Corradi Department of Biology and Biochemistry

  2. Overview • Background to Maths Workshop • The initial challenge • What I tried to improve • Current thoughts

  3. Background to Maths Workshop • Intake of ~60 Biochemists and Molecular Cell Biologists (MCBs) • No requirement for A level maths, and some MCBs do not have A level Chemistry • Run a weekly workshop Wide range of mathematics ability

  4. The beginning…

  5. Outcomes… Who attended? What I taught Outcome

  6. What I did… Student motivation Setting learning outcomes Managing different standards Monitoring student engagement Assessment

  7. Setting learning outcomes • What maths is required for the course? • How should it be taught? • Use of Moodle?

  8. Monitoring student engagement

  9. Managing different standards

  10. Motivating students

  11. Exam design • Required mark =100% • Repeat questions until they are correct • Requesting and training invigilators • Monitoring finishing times • Need correct answers • Password and IP protected • Calculators and attendance slips • Room booking and timetables

  12. 2009-2010Student test performance 15 30 45 60 75 90 105 120 R A

  13. How is it going now?

  14. 0 1 2 3 4 Number of worksheets accessed by students without A level maths with low evaluation scores

  15. Current thoughts What do I do about those students who haven’t engaged? What do I do about those students who have very low ability? Should I make the exam harder? Should I provide more examples and worksheets?

  16. A bit of research • Survey the students on their opinion • Survey the staff on maths requirements for later courses • Read some books, look for available resources • New textbooks • Online

  17. Plan • Be more enthusiastic • Linking the material to biochemistry • Providing more resources online • Reintroducing preliminary assessment • Introducing informal assessment and group work

  18. Student test performance • 59 out of 70 completed the test within 2 hours. • 9 out of 11 failures did not have A or AS level maths • 4 out of the 11 were MCBs.

  19. What I did… 1 Who attended? What I taught Outcome

  20. What I did… 2 Who attended? What I taught Outcome

  21. What I did… 3 Who attended? What I taught Outcome

More Related