Abstract
There is no shortage of online platforms used to teach Mathematics. Top textbook publishers are now including the platforms in combination with a printed or e-textbooks, and are marketing the platforms as a substantially helpful tool for both students and instructors. In this paper, I give an overview of some of the strengths and weaknesses of an online platform currently used for my courses, and use data collected from the platform that highlights some of its potential downfalls, like enabling students to acquire procedural competence only. My hypothesis is that students’ overreliance on the help tools of the platform, along with the large number of procedurally-oriented questions makes the platform useful for acquiring procedural knowledge, but not necessarily for understanding concepts. I propose modifying complementing the platform through the creation of stand-alone courses that involve the use of additional interactive videos. The features for this approach would enable students to further enhance their conceptual understanding of the content, all while providing them with the interactive engagement needed to understand content. I contend that a hybrid course that uses interactive videos and smartphone apps would be more effective in delivering and ensuring a better and more rewarding educational experience for the students.
Presenters
Haitham SolhProfessor of Mathematics, Mathematics, American University in Dubai, Dubayy, United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Conceptual Learning, Procedural Learning, Online Platforms, AI, Interactive Videos
