Document Type

Poster

Session Description

All too frequently teaching tools are proposed before the needs of learners are clearly understood. The result is a mismatched patchwork of the latest trends in technology that often doesn’t serve student learning. To aid in clarifying the needs of a math course I have developed a framework to measure the dimensions in mathematics teaching. This framework can be used to isolate missing components in an online environment or to assess the ways a novel tool might meet educational needs.

Keywords

Mathematics, Mathematics Education, Instructional Design, Design Framework, Course Design, Tool Assessment, Tool Design, Course Assessment

Audience Focus

Both K-12 and Higher Education

Start Date

7-29-2015 1:00 PM

End Date

7-29-2015 1:30 PM

Brief Biography of Primary Presenter

Mark Kayser's work with the U of M College of Continuing Education (CCE) primarily focuses on STEM courses and the unique challenge these domains pose to online learners. Outside of CCE, he is interested in the use of tools in mathematics and statistics learning. Prior to joining CCE he taught collegiate Mathematics and Statistics in Minnesota and California.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

PosterHandout.pdf (65 kB)
8x11 copy of framework

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Jul 29th, 1:00 PM Jul 29th, 1:30 PM

Needs of a Math Course: Helping Teachers Translate Classroom Techniques into Digital Environments

All too frequently teaching tools are proposed before the needs of learners are clearly understood. The result is a mismatched patchwork of the latest trends in technology that often doesn’t serve student learning. To aid in clarifying the needs of a math course I have developed a framework to measure the dimensions in mathematics teaching. This framework can be used to isolate missing components in an online environment or to assess the ways a novel tool might meet educational needs.