The growing adoption of active learning strategies is changing teaching practices in many disciplines. In particular, mathematics instructors are increasingly using active learning methods to engage students in the classroom and reduce achievement gaps. In this study, the researchers present a pilot-study implementation of an active learning task in a Mathematics course. The task was modeled as a problem-solving group activity utilizing visualization systems in order to promote increased student engagement with relevant course content. The pilot study consisted of a one-group pre-test / post-test experimental design. To assess the effects of the activity, the team evaluated several engagement dependent variables, such as self-efficacy, perceived usefulness, effort regulation, and task-attraction. The students in the experimental group were then exposed to an independent variable, i.e. type of learning activities, with two levels of treatment, group-based visualization activity versus traditional lecture. The visualization equipment used was an 18’ HoyluTM Huddlewall projection system designed to facilitate teams in performing design and problem-solving processes. The research team was able to collect data from 15 participants. The participants were students enrolled in a Calculus 2 class at a North American University. A paired-samples t-test was used to determine whether there was a statistically significant mean difference between the students’ self-efficacy, task attraction, perceived usefulness, and effort regulation when they participated in the activity compared to a traditional lecture. The analysis of the results showed a significant difference between the students’ self-efficacy, task attraction, and perceived usefulness, but not for effort regulation. These results support the researchers’ initial hypothesis that such an activity would stimulate the students’ engagement. The significance of these results contributes to the growing research on the use of visualization media and active and group-based learning in Mathematics courses.
http://orcid.org/0000-0001-6143-1777
California State University, East Bay
[biography]
Hi! My name is Fadi Castronovo, I am an Assistant Professor of Engineering at Cal State East Bay. I received my doctorate in Architectural Engineering at Penn State with a minor in Educational Psychology. I am strongly focused on my teaching and research. In my teaching, I strive to provide an engaging and active learning experience to my students, by applying innovative technology and researched pedagogical interventions. I translate this passion for pedagogy in my research by evaluating the intersection of innovative technology and learning.
Professor Oliver is an Assistant Professor in the Department of Mathematics at CSU East Bay. Prior to coming to CSUEB, he was a Lecturer at the University of California, San Diego and a Postdoctoral Fellow at the Institut Henri Poincare in Paris, France. Prof. Oliver received his M.A. and B.S. in Pure Mathematics from the University of California, Los Angeles and his Ph.D. from the University of California, San Diego.
Prof. Oliver's primary teaching interest is the development and implementation of active learning techniques in the Mathematics classroom. He is also interested in undergraduate student research in Mathematics.
Prof. Oliver's primary research interests are in the field of Mathematical General Relativity. Specifically, his research applies techniques from the field of partial differential equations to study the stability of Black Hole singularities.
Computer Science/Data Science Major at California State University East Bay working as a student researcher.
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