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

Jones, Matthew M., Megeney, Alison ORCID logoORCID: https://orcid.org/0000-0002-3274-7809 and Sharples, Nicholas ORCID logoORCID: https://orcid.org/0000-0003-1722-5647 (2022) Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond. MSOR Connections, 20 (1) . pp. 74-83. ISSN 1473-4869 [Article] (doi:10.21100/msor.v20i1.1322)

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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.

Item Type: Article
Additional Information: Vol 20, No 1 (2022): CETL-MSOR Conference Special Issue 1: Responding to the COVID-19 pandemic
Keywords (uncontrolled): Inclusive assessment; digital poverty; technology enhanced learning; iPad; virtual whiteboard
Research Areas: A. > School of Science and Technology > Design Engineering and Mathematics
Item ID: 34823
Notes on copyright: 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.
Useful Links:
Depositing User: Nicholas Sharples
Date Deposited: 03 Mar 2022 11:27
Last Modified: 17 Feb 2023 15:09
URI: https://eprints.mdx.ac.uk/id/eprint/34823

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