Abstract
Students arrive at university with diverse mathematical backgrounds. This results in a diversity of mathematical knowledge, augmented by the fact that what constitutes previous mathematical coursework at the various institutions varies greatly, as do grading procedures used by different secondary schools, confounding traditional indicators of students’ mathematical knowledge and maturity. Getting students started, and retaining them, in the appropriate mathematics course is important for their mathematical success and success on campus in general. Thus, there is a great need to evaluate preparedness precisely and to implement placement policies, best educational practices, learning supports, and course designs effectively. Mathematics diagnostic testing has been widely used internationally for 30 years in university mathematics departments particularly for those entering their first year of study (Tall & Razali 1993). Its purposes, among others, range from supporting at-risk students (Mullen & Cronin 2022), informing faculty and administrators of student abilities (Rylands & Shearman 2022), and placing students in their appropriate first course (Reddy & Harper, 2013) Over the past 7 years, the Illinois Mathematics’ Department has made great strides in digital technologies from diagnostic testing to mathematics support to course offerings. Now is an excellent opportunity to reimagine, develop, and implement best practices in such digital technologies, particularly with regards to pedagogy and student engagement. This paper describes the purposes, design, and implementation of digital mathematics diagnostic testing tools and digital learning supports at the University of Illinois Urbana-Champaign. Collected data is shared.
Presenters
Alison ReddyDirector, Coordinator, Instructor, Mathematics, University of Illinois, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
DIGITAL TECHNOLOGY, MATHEMATICS ASSESSMENT, DIAGNOSTIC TESTING, ONLINE SUPPORTS, PRACTICE RESEARCH
