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Abstract:
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Many recent studies, based largely on face-to-face classroom experiences, extol the benefits of new interactive pedagogical models, including peer-based learning. At the same time, it has been shown that, relative to their male peers, women are less likely to engage in both in- and out-of-class discussion in post-secondary statistics courses.
We developed an online real-time communication tool, Mathematics Classroom Collaborator (MC2) (http://mc2.trentu.ca) that makes the communication of mathematical expressions as easy and as intuitive as possible. MC2 was designed to address many of the issues related to engagement and inclusion of students in the large classes of mathematical sciences. It includes the option for anonymity, works on a variety of platforms - smartphones, tablets, and notebook computers.
In this paper, we share our experiences of employing MC2 in a statistics service course and an introductory probability course. We present how this approach can be extended to develop new communication models for the technologically-enhanced class - models that may help overcome social barriers to create a more inclusive, student-centred environment.
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