Teaching in Maths

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Teaching in Maths

• Background
• Marking
• Tutorials
• Practical information
• Handouts PGs yellowwhite, UGs pinkwhite
• Handouts and slides online http//maths.dur.ac.uk
  /dma0sfr/Training/

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Background gt Learning strategies

• Deep builds framework of knowledge structures
  learning relates different areas of knowledge
  is self-aware well motivated (interest in
  subject)?
• Surfacelearns by rote unstructured
  unmotivated (pass exam, avoid failure)?
• Strategicis able to use deep learning to attain
  surface goals

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Research by Marton, Biggs, Entwistle, Ramsden, et
al (1976-2001) ...repeatedly shows that students
who adopt a deeper approach to learning are more
likely to have a meaningful learning outcome than
students who do not
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Background gt Identify learning strategies

• Listen
• Do I need to know this for the exam?
• There's too much to remember!
• Is this the right way to do the question?
• This is a better way to do the question.
• Ask
• How do you think you are progressing?
• How does the course overlap with your previous
  knowledge?
• How are you finding the workload?
• What motivates you most in the course?

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Marking gt Marking homework

• The purpose of marking homework is to
• diagnose students' strengths and weaknesses
• allow them to diagnose themselves
• motivate students
• provide a profile of what students have learnt

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Marking gt Write feedback on homework

• Praise the students if they are doing well
• If there is a mistake, point out where the
  student has gone wrong and say why it is
  incorrect?
• Try not to be negative and do not use the words
  silly, stupid, daft etc. Provide
  constructive criticism.
• Indicate what the next step should have been
• Correct any incorrect or unclear notation
• Indicate if part of the answer is missing

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Marking gt Good feedback

• Good feedback is
• Accurate solutions may be correct even if they
  dont correspond to model solution
• Timely
• Appropriately detailed
• A balance of positive and negative give
  suggestions for improvement whenever possible
• Future oriented aim is to help students learn,
  not just justify mark awarded

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Marking gt Grades

• The grade should be written on the front of the
  script
• Grade A 80-100
• Grade B 60-80
• Grade C 40-60
• Grade D 20-40
• Grade E 0-20

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Tutorials gt Aims of a tutorial

• Help students resolve difficulties in
  understanding
• Increase their problem solving skills
• Increase mathematical confidence
• Increase interest in mathematics
• Develop communication skills in maths
• Enable students to give feedback on their courses
  and how they are coping

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Tutorials gt Preparation is the key

• Write down the things to mention
• make sure you understand all the material
• write notes on the problems to discuss
• check the room in advance (location, chalk,
  projector, screen)?

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Tutorials gt Make it friendly

• In the first session try to make you and your
  students feel at home
• Introduce yourself, give contact details
• Learn the students' names
• Tell them what to expect from you
• Tell them what you expect from them

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Tutorials gt Aims and Objectives

• At the start of a tutorial
• Give an overview of the tutorial with aims and
  objectives
• At the end of a tutorial
• Obtain feedback (have aims and objectives been
  met?)?
• Give an indication of next tutorial (aims etc)?

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Tutorials gt General Points

• At all times
• be friendly responsive supportive
• praise students when possible
• show your interest in the topic
• involve students in the discussion
• never assume a student ought to know something
• relate problems to previous knowledge and
  experience
• look for patterns and principles when solving
  problems, and emphasize them

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Tutorials gt Styles

• In a tutorial you could
• discuss difficulties with lectures
• discuss difficulties with homework
• solve a problem with students on board
• get students to work out a problem in small
  groups
• have students present solutions to each other
• let students work on problem themselves

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Tutorials gt Small group techniques

• Rounds each student speaks in turn
• Buzz small groups of 2 or 3 work together
• Pyramids individuals-gtpairs-gtlarger groups
• Syndicates teams of students work on same task
• Fishbowls small group of students works and is
  observed by larger group
• Debates obvious

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Tutorials gt Honours vs. service courses

• Group size is larger in service courses
• For honours courses students are expected to have
  prepared/thought about solutions beforehand
• In service courses students solve problems (not
  homework problems) in real time in the tutorial

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Discussing a maths problem

• When going through a maths problem with a student
  try to ...
• First solve the problem yourself at each step
  thinking of why you made that particular step
• Translate this into questions you can ask the
  student to lead them through solving the problem

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Discussing a maths problem

• When going through a maths problem with a student
  try to ...
• Get them to start thinking about it independently
  (what do you think the question is about?, Is
  this similar to other questions you have done?)
  
• Let the student do the problem not yourself, but
  let them know if they are thinking the right way.

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Computer practicals

• Students will be learning some kind of software
• Let them work on the practical and answer any
  questions (possibly indirectly by giving hints)?
• Do not take over from the students showing what
  to do at the computer
• Give them instructions but you need to let the
  students do the actual work

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Practical info gt Technical Issues

• Take note of attendance, and enter promptly into
  the records database on our linux network
• Sort students work as requested by the lecturer
• Enter students marks in the records database
  (before you return it to the students)?
• If you need to keep evidence of teaching practice
  (6 items of marked homework for example) make
  sure to collect it during the term
• If you wish to contact students who missed a
  class first check with fullrecord that they do
  not have a sicknote.

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Practical info gt Mentoring programme

• Each new tutor is paired with a mentor lecturer
• Each new marker is assigned a mentor (course
  director)?
• Discuss practical details about the course,
  marking scheme etc
• Discuss marking with your mentor (first time)?
• At some point in the first term the mentor will
  assess the marker

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Words from Sharry (bad cop)

• Markers
• Keep a note of the number of scripts marked
• If the lecturer for whom you are marking is not
  satisfied with the standard of your marking then
  you will be relieved of it.
• Tutors
• A member of staff will be observing you during
  your tutorial.
• Tutors and Markers
• Act as a team to resolve problems and if you need
  advice see Sharry
• It is essential that marks/attendance is entered
  into records as soon as possible.
• For postgraduates please visit
  http//www.maths.dur.ac.uk/compinfo/wiki/index.php
  /The_records_program_and_friendsto learn how to
  use the Records programme. Failure to make these
  entries promptly may well result in you being
  relieved of duties.