Teaching in Maths

- Background
- Marking
- Tutorials
- Practical information
- Handouts PGs yellowwhite, UGs pinkwhite
- Handouts and slides online http//maths.dur.ac.uk

/dma0sfr/Training/

Background gt Learning strategies

- Deep builds framework of knowledge structures

learning relates different areas of knowledge

is self-aware well motivated (interest in

subject)? - Surfacelearns by rote unstructured

unmotivated (pass exam, avoid failure)? - Strategicis able to use deep learning to attain

surface goals

Research by Marton, Biggs, Entwistle, Ramsden, et

al (1976-2001) ...repeatedly shows that students

who adopt a deeper approach to learning are more

likely to have a meaningful learning outcome than

students who do not

Background gt Identify learning strategies

- Listen
- Do I need to know this for the exam?
- There's too much to remember!
- Is this the right way to do the question?
- This is a better way to do the question.
- Ask
- How do you think you are progressing?
- How does the course overlap with your previous

knowledge? - How are you finding the workload?
- What motivates you most in the course?

Marking gt Marking homework

- The purpose of marking homework is to
- diagnose students' strengths and weaknesses
- allow them to diagnose themselves
- motivate students
- provide a profile of what students have learnt

Marking gt Write feedback on homework

- Praise the students if they are doing well
- If there is a mistake, point out where the

student has gone wrong and say why it is

incorrect? - Try not to be negative and do not use the words

silly, stupid, daft etc. Provide

constructive criticism. - Indicate what the next step should have been
- Correct any incorrect or unclear notation
- Indicate if part of the answer is missing

Marking gt Good feedback

- Good feedback is
- Accurate solutions may be correct even if they

dont correspond to model solution - Timely
- Appropriately detailed
- A balance of positive and negative give

suggestions for improvement whenever possible - Future oriented aim is to help students learn,

not just justify mark awarded

Marking gt Grades

- The grade should be written on the front of the

script - Grade A 80-100
- Grade B 60-80
- Grade C 40-60
- Grade D 20-40
- Grade E 0-20

Tutorials gt Aims of a tutorial

- Help students resolve difficulties in

understanding - Increase their problem solving skills
- Increase mathematical confidence
- Increase interest in mathematics
- Develop communication skills in maths
- Enable students to give feedback on their courses

and how they are coping

Tutorials gt Preparation is the key

- Write down the things to mention
- make sure you understand all the material
- write notes on the problems to discuss
- check the room in advance (location, chalk,

projector, screen)?

Tutorials gt Make it friendly

- In the first session try to make you and your

students feel at home - Introduce yourself, give contact details
- Learn the students' names
- Tell them what to expect from you
- Tell them what you expect from them

Tutorials gt Aims and Objectives

- At the start of a tutorial
- Give an overview of the tutorial with aims and

objectives - At the end of a tutorial
- Obtain feedback (have aims and objectives been

met?)? - Give an indication of next tutorial (aims etc)?

Tutorials gt General Points

- At all times
- be friendly responsive supportive
- praise students when possible
- show your interest in the topic
- involve students in the discussion
- never assume a student ought to know something
- relate problems to previous knowledge and

experience - look for patterns and principles when solving

problems, and emphasize them

Tutorials gt Styles

- In a tutorial you could
- discuss difficulties with lectures
- discuss difficulties with homework
- solve a problem with students on board
- get students to work out a problem in small

groups - have students present solutions to each other
- let students work on problem themselves

Tutorials gt Small group techniques

- Rounds each student speaks in turn
- Buzz small groups of 2 or 3 work together
- Pyramids individuals-gtpairs-gtlarger groups
- Syndicates teams of students work on same task
- Fishbowls small group of students works and is

observed by larger group - Debates obvious

Tutorials gt Honours vs. service courses

- Group size is larger in service courses
- For honours courses students are expected to have

prepared/thought about solutions beforehand - In service courses students solve problems (not

homework problems) in real time in the tutorial

Discussing a maths problem

- When going through a maths problem with a student

try to ... - First solve the problem yourself at each step

thinking of why you made that particular step - Translate this into questions you can ask the

student to lead them through solving the problem

Discussing a maths problem

- When going through a maths problem with a student

try to ... - Get them to start thinking about it independently

(what do you think the question is about?, Is

this similar to other questions you have done?)

- Let the student do the problem not yourself, but

let them know if they are thinking the right way.

Computer practicals

- Students will be learning some kind of software
- Let them work on the practical and answer any

questions (possibly indirectly by giving hints)? - Do not take over from the students showing what

to do at the computer - Give them instructions but you need to let the

students do the actual work

Practical info gt Technical Issues

- Take note of attendance, and enter promptly into

the records database on our linux network - Sort students work as requested by the lecturer
- Enter students marks in the records database

(before you return it to the students)? - If you need to keep evidence of teaching practice

(6 items of marked homework for example) make

sure to collect it during the term - If you wish to contact students who missed a

class first check with fullrecord that they do

not have a sicknote.

Practical info gt Mentoring programme

- Each new tutor is paired with a mentor lecturer
- Each new marker is assigned a mentor (course

director)? - Discuss practical details about the course,

marking scheme etc - Discuss marking with your mentor (first time)?
- At some point in the first term the mentor will

assess the marker

Words from Sharry (bad cop)

- Markers
- Keep a note of the number of scripts marked
- If the lecturer for whom you are marking is not

satisfied with the standard of your marking then

you will be relieved of it. - Tutors
- A member of staff will be observing you during

your tutorial. - Tutors and Markers
- Act as a team to resolve problems and if you need

advice see Sharry - It is essential that marks/attendance is entered

into records as soon as possible. - For postgraduates please visit

http//www.maths.dur.ac.uk/compinfo/wiki/index.php

/The_records_program_and_friendsto learn how to

use the Records programme. Failure to make these

entries promptly may well result in you being

relieved of duties.