Numerical mathematics for students enrolled in teacher training degree programs: Dr. Markus Herrich (#MH1)

Format

• OPAL course as a basis for all information and provided documents
• Synchronous online lectures with recordings provided asynchronously
• ONYX self-tests with automatic correction and detailed feedback
• Exercises online synchronously in two exercise groups
• Matrix chat room for clarification of questions also outside of course hours

Keywords

Numerical mathematics, students enrolled in teacher training degree programs

Description

The course is attended by 7^th-semester students studying to become teachers in secondary school (Gymnasium) or vocational schools in the subject of mathematics as well as participants of the lateral entry program in their 5th semester. In the 2020/21 winter semester, a total of about 50 students participated. When selecting the topics to be covered, it is important to me that these are also covered in mathematics in school, at least in a slimmed-down form. In particular, prospective teachers should be taught what happens in the background of calculators or computer programs when these tools are used to solve standard mathematical problems such as the approximate determination of zeros or integrals or to solve linear optimization problems. At the same time, the theoretical background will be examined in the course, drawing on prior knowledge from analysis and linear algebra courses in previous semesters.

More details on teaching during the 2020/21 winter semester:

Lectures:

• A detailed script was uploaded chapter by chapter. For each lecture, I indicated in advance which sections from it were relevant.
• The lectures themselves were conducted synchronously via GoToMeeting. I went over the most important points from the script again and developed selected examples, figures or proofs again and made additions where necessary. Furthermore, questions from the students were discussed.
• The lectures were recorded, and the recordings were made available until after the exams at the end of the semester.
• For each lecture, some comprehension questions were formulated for self-monitoring. For further self-monitoring, an ONYX self-test with automatic correction was provided for almost every lecture. After submitting their answers, students were shown detailed feedback in addition to information about the correctness of the results.

Practicals:

• Provision of the exercise sheet as well as at least results or short solutions to selected tasks in advance in each case
• Completion of the exercises themselves synchronously via BigBlueButton
• As interactive as possible (involvement of students in developing the solution, in some cases presentation of the complete solution by the students, work in small groups in breakout rooms)
• Provision of videos with the presentation of solutions to 1–2 tasks per exercise

Miscellaneous:

• Setup of a matrix chat room for the course, where my two practical instructors and I could respond to questions at relatively short notice
• Provision of module-accompanying (homework) assignments for the preliminary examination; solutions had to be handed in and were then corrected
• Oral exams at the end of the semester via BigBlueButton

Contact

Dr. Markus Herrich

Voting ID

#MH1​