Mathematical Intimacy within Blended and Face-to-face Learning Environments
Bibliographic record
Abstract
Oftentimes, learning mathematics involves using technology as a conscious attempt to understand the material in a new and accessible mode, to increase performance, and to expand one’s knowledge regardless of the level of training. While comparative assessments of students ’ performances in blended and face-to-face environments are essential, the authors of this paper analyze students ’ mathematical intimacy and flow experiences, as well as their confidence and perseverance while learning mathematics in two different settings. Are students more engaged in problem solving, more inclined to experience joy, excitement and affection, more confident, and more persistent while doing mathematics in blended or in traditional learning environments? The authors of this paper aim to answer the question from the perspective of using MyMathLab, a Pearson based online course, within a blended teaching and learning environment for Algebra and Trigonometry, a large first year university mathematics course. This paper aims to analyze and interpret students ’ mathematical intimacy, confidence and perseverance in these two different learning environments. MyMathLab is an online course designed by Pearson Education Canada for its Algebra and Trigonometry textbook. MyMathLab is built on the MathXL platform, Pearson’s online homework and assessment system and is accessed via CourseCompass, the Pearson online learning environment. University professors can choose MyMathLab for teaching the whole math course or just some of its sections. MyMathLab offers instructors and
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".