”Just-in-time teaching” in undergraduate mathematics
DOI:
https://doi.org/10.7146/nomad.v19i2.148633Abstract
We compared five groups of students to investigate the effects of ”Just-in-time teaching” (JiTT), a method designed to both help students keep up with the often fast pace of undergraduate calculus and to deepen their learning. In total, 137 students participated in the study. The outcome is discussed in terms of conceptual and procedural knowledge in relation to examination and other assessment tasks. We observed an improvement on the assessed items and a shift in study habits.
References
Adams, R. A. & Essex, C. (2010). Calculus: a complete course. Toronto: Pearson Canada.
Bergqvist, E. (2007). Types of reasoning required in university exams in mathematics. Journal of Mathematical Behavior, 26 (4), 348-370. https://doi.org/10.1016/j.jmathb.2007.11.001
Bloom, B. S. (1984). The 2 sigma problem: the search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13 (4), 4-16. https://doi.org/10.2307/1175554
Gray, E. & Tall, D. (1994). Duality, ambiguity and flexibility: a procedural view of simple arithmetic. The Journal for Research in Mathematics Education, 26 (2), 115-141. https://doi.org/10.2307/749505
Hiebert, J. & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Macmillan.
Hiebert, J. & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: an introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: the case of mathematics. London: Lawrence Erlbaum.
Hill, S. (2004). Just-in-time teaching. PowerPoint lecture presented at 2004 Cottrell scholars' conference, Tucson. Retrieved from http://www.phys.ufl.edu/~hill/talks/Cottrell%2004.pdf
Lithner, J. (2003). Students' mathematical reasoning in university textbook exercises. Educational Studies in Mathematics, 52, 29-55. https://doi.org/10.1023/A:1023683716659
Lithner, J. (2004). Mathematical reasoning in calculus textbook exercises. Journal of Mathematical Behavior, 23, 405-427. https://doi.org/10.1016/j.jmathb.2004.09.003
Novak, G. M., Patterson, E. T., Gavrin A. D. & Christian W. (1999). Just-in-time teaching: blending active learning with web-technology. Upper Saddle River: Prentice Hall.
Novak, G. M. & Patterson, E. T. (2010). An introduction to Just-in-Time Teaching (JiTT). In S. Simkins & M. Maier (Eds.), Just-in-Time Teaching: across the disciplines, across the academy (pp. 3-23). Sterling: Stylus Publishing. https://doi.org/10.4324/9781003445517-2
Penglase, M. (2004). Learning approaches in university calculus: the effects of an innovative assessment program. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millennium: towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia) (pp. 446-453). Sydney: MERGA.
Simkins, S. & Maier, M. (Eds.) (2010). Just-in-Time Teaching: across the disciplines, across the academy. Sterling: Stylus Publishing.
Tall, D. (2004). Thinking through three worlds of mathematics. In M. Johnsen Høines & A. B. Fugelstad (Eds.), Proceedings of the 28th conference of the International Group for the Psychology of Mathematics Education (pp. 281- 288). Bergen University College.
Tall, D. (2008). The transition to formal thinking in mathematics. Mathematics Education Research Journal, 20 (2), 5-24. https://doi.org/10.1007/BF03217474
Tall, D. & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12, 151-169. https://doi.org/10.1007/BF00305619
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
