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14 search results for 'Memorisation' 'Information Presentation' 'Video' > Mathematics (14) : Publications in Profweb (14)

Publications in Profweb (14)

Real Life Stories

“Video Selfies” in Class

Published October 27, 2015  |  Mathematics

Charles Laporte Teacher, Collège LaSalle

The idea to suggest to my students that they use their mobile device to make videos came to me while I was presenting the solution to a problem in my Linear Algebra and Vector Geometry class. I wanted to let the students put mathematics operations into their own words, so that they could verbalize what they were thinking and explain the solution while they were doing it. Doing this with a paper-based assignment seemed a bit too laborious. Instead, why not try to use a selfie video (filming themselves)? This also allowed me to touch on one of the higher levels of competency in Bloom’s Taxonomy (we moved from working on matrices to explaining and even analysing these operations while in the process of resolving them).

Real Life Stories

Video Supported Mathematics for Commerce

Published August 28, 2011  |  Mathematics

Matthew Marchant Teacher, Dawson College

Matthew Marchant observed many students struggling to follow explanations from beginning to end. In response to this, he created videos to present in his Calculus 2 course for Commerce. The story explains how he made them and how he used them in his class.

Articles

Contributions from Mathematics 201

Published October 12, 2014  |  Mathematics

Norm Spatz Editor (retired), Profweb

Second in our discipline-specific articles on resources available on Profweb is Mathematics - Discipline 201. Profweb is here to help you reevaluate your pedagogy in the light of information technology integration (IT). For the Mathematics teacher a number of very discipline-specific questions arise.

Real Life Stories

Pioneering: Early Adopters of Technology

Published April 12, 2009  |  Mathematics

Louise Nobile Teacher, Marianopolis College
Christopher Turner Teacher, Marianopolis College

Using personal response devices (or "clickers") in their classes, Louise Nobile and Christopher Turner are pioneering this technology in their department at Marianopolis's new Westmount campus.

Real Life Stories

Mathematics and Programming in the Cloud with CoCalc

Published June 13, 2017  |  Mathematics

Gabriel Indurskis Teacher, Champlain College - Campus Saint-Lambert

Cloud computing is an increasingly important part of the college experience in Quebec. With more and more educational establishments using Google Tools, Office 365 and Moodle, there is less and less of an emphasis on having computers with a laundry list of applications installed. When you can fire up a web browser and have access to a wide range of tools, it is a game-changer. The field of mathematics is also well-entrenched within this computing trend, with the appearance of cloud-based innovations in the past couple of years, not the least of which is a powerful platform for cloud computing known as SageMathCloud, which has recently been rebranded as CoCalc. Since this name change is very recent, most of the information and tutorials on the internet still make reference to the old name, and this article will use both names interchangeably.

Real Life Stories

Online, Interactive Math Homework!

Published March 8, 2009  |  Mathematics

Alice McLeod Teacher, Cégep John Abbott College

Alice McLeod met with Norm Spatz of the Profweb Animaweb Team to talk about her use of WeBWorK. This following account of that meeting provides information on the use of this exciting resource for Mathematics.

Real Life Stories

Making IT and Mathematics Compute!

Published October 4, 2009  |  Mathematics

Lyse Favreau Coordinator, Profweb
François Laflèche Teacher, Cégep de l'Outaouais
Line Raymond Teacher, Cégep de l'Outaouais

The Mathematics Department at Cégep de l'Outaouais explains the road it traveled to choose its learning platform and how a plug-in motivated their final selection.

Real Life Stories

Rappin’ Calc on YouTube

Published February 21, 2011  |  Mathematics

Pooyan Haghighat Teacher, Collège Centennial

Many people are aware of the link between mathematics and music. I feel that I am part of a long tradition of mathematical musicians, being a product of the intensive music program at Pierre Laporte High School in the Town of Mount Royal. We learned everything about music. There were fourteen classes instead of the standard eight in our curriculum, and six of those classes were music related. We had choir practice, music history, vocal theory, music literature etc. I finished the program well-versed in music and also learned how to write music. So, the account that follows is really a logical result of my background and my own education.

Real Life Stories

Collaboratively Fostering Understanding

Published November 25, 2010  |  Mathematics

Sandi Mak Teacher, Vanier College

Since my graduate studies, I have always been curious to find out if writing about something helped me understand it better. Last year the opportunity to test this theory presented itself when Vanier College created grants for teachers who wanted to do projects fostering student success. The college's objective is to help students with their study and research skills as well as with their language skills. Inspired by a project that my younger sister had done at McGill with Wikipedia, a group of teachers in Mathematics determined that using a wiki platform could help students to not only express themselves better in English, but more specifically in the vocabulary of the sciences that we are trying to teach them.

Real Life Stories

Bringing Learners Together Using Desmos

Published December 2, 2012  |  Mathematics

David Adley Teacher (retired), Dawson College

Developing an online algebra course, David Adley started to look around for a tool that was readily accessible which would enable him to show graphs in an enhanced way. He came across a free readily available, cloud-based software called Desmos which facilitates online learning as well as the implementation of the flipped classroom and simultaneously enhances mathematical and digital literacy.

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Real Life Stories

Published March 18, 2019

Renewing the Quantitative Methods Course by Anchoring it in Real Life

Nadia Laflamme Teacher, Cégep de Lévis-Lauzon

Since 2013, gradually, my colleagues Annie Turcotte and Steve Fortin, and I have reviewed in depth the way that we were giving the Quantitative Methods course. We now give the class in an ALC (active learning classroom), and engage in activities based on problem situations anchored in real life. For one activity, we collaborate with local community organizations: the students utilise their competencies to respond to the needs of those organizations.

Mathematics

Real Life Stories

Published June 13, 2017

Mathematics and Programming in the Cloud with CoCalc

Gabriel Indurskis Teacher, Champlain College - Campus Saint-Lambert

Cloud computing is an increasingly important part of the college experience in Quebec. With more and more educational establishments using Google Tools, Office 365 and Moodle, there is less and less of an emphasis on having computers with a laundry list of applications installed. When you can fire up a web browser and have access to a wide range of tools, it is a game-changer. The field of mathematics is also well-entrenched within this computing trend, with the appearance of cloud-based innovations in the past couple of years, not the least of which is a powerful platform for cloud computing known as SageMathCloud, which has recently been rebranded as CoCalc. Since this name change is very recent, most of the information and tutorials on the internet still make reference to the old name, and this article will use both names interchangeably.

Mathematics

Real Life Stories

Published October 27, 2015

“Video Selfies” in Class

Charles Laporte Teacher, Collège LaSalle

The idea to suggest to my students that they use their mobile device to make videos came to me while I was presenting the solution to a problem in my Linear Algebra and Vector Geometry class. I wanted to let the students put mathematics operations into their own words, so that they could verbalize what they were thinking and explain the solution while they were doing it. Doing this with a paper-based assignment seemed a bit too laborious. Instead, why not try to use a selfie video (filming themselves)? This also allowed me to touch on one of the higher levels of competency in Bloom’s Taxonomy (we moved from working on matrices to explaining and even analysing these operations while in the process of resolving them).

Mathematics

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