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A method to advise students of their mathematical currency

journal contribution
posted on 06.12.2017, 00:00 by Kathryn Egea
Placing students into a bridging mathematics program that accounts for the student's partial mathematical knowledge is difficult, and rarely done. This paper describes a working prototype for a computer-based test that is used to access a student's mathematical currency as they enter a course of study in bridging mathematics. the test is designed to activate the student's own judgement towards self-placement. It requires students to reflect on how they position themselves in the learning process, and to think differently about their own position in the learning of mathematics and their process of mathematics learning. A multiple of adaptive test pathways are used to support a wide range of abilities. During evaluation with potential students, responses indicated that the test was 'fun to do' even 'relaxing' while at the same time 'efficient' and 'accurate'. The diagnostic potential of the test as an advisory tool towards student learning, challenges one to reconsider the role of the computer in placement techniques, particularly for students studying self-paced learning program in remote locations.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Volume

44

Issue

3

Start Page

389

End Page

412

Number of Pages

24

ISSN

1443-1394

Location

Canberra City

Publisher

Adult Learning Australia

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Faculty of Informatics and Communication;

Era Eligible

Yes

Journal

Australian journal of adult learning.

Exports

CQUniversity

Exports