Speaker
Description
The goal of intelligent practice and cognitive activation in mathematics education is to move students beyond rote memorization and towards a genuine, deeper understanding of concepts. Modern educational theories, such as constructivism and constructionism, suggest that learning is most effective when students actively construct their own knowledge. Research shows that methods like "learning by explaining" can significantly enhance cognitive engagement, as they require learners to structure and articulate their understanding of complex topics.
This talk will first explore key findings from the educational literature on cognitive activation and self-determination theory, highlighting how student-centered approaches can foster motivation, self-confidence, and a more robust grasp of mathematical concepts. We will then present a case study from our recent research, which introduced an innovative homework format for linear algebra students. Instead of traditional written submissions, our students were tasked with creating their own explainer videos to demonstrate their solutions.
The results of our mixed-methods study, featuring quantitative surveys and qualitative interviews, reveal that students found this video-based approach to be highly cognitively activating. The process not only improved their technical and media literacy skills but also positively impacted their self-perceived understanding and self-confidence in the subject. We will discuss the differences in perception between students and instructors regarding the benefits and challenges of this method, offering insights into its potential and areas for future optimization. We conclude by showing how this method can serve as a powerful tool to empower future educators and prepare them for the challenges of a digital world.
