Mathematics is a science that studies the relationships between abstract figures such as numbers or mathematical symbols, through logical thinking. What, for a part of the students, translates into a hard nut to crack which, in turn, implies hours and hours of study that do not always give the desired result. A situation for which many of us have passed through our years as students but now, and with the help of Information and Communication Technologies (ICT), contemplates new methods of mathematical study, capable of adapting to the needs of the student’s thanks to the creation of personalized study itineraries.
As we discussed in a post published in this same space, the rise of Big Data – a mechanism for the comparison of digital data through which behavior patterns can be extracted from users’ activity on the Web, in order to personalize their searches. and its derivative Learning analytics have opened the doors to what we know as adaptive learning. A method that, based on these technological advances, allows us to establish a personalized study itinerary for students who receive training adapted to their needs, taking into account their strengths and weaknesses.. In this way, the student’s activity in educational programs based on this learning methodology generates a profile that, based on the degree of difficulty that the student can assume, orders in one way or another the exercises to be completed, taking into account the axes of their learning that require improvement. A system that starts programs and initiatives such as Google for Education or, focused on the learning and teaching of mathematics, Matic, of classroomPlaneta. A platform designed for students between the first and fourth years of high school and whose adaptive learning mechanisms offers teachers the possibility of creating class groups from the users of the tool, as well as a method of monitoring the evolution of their students.
Adapting learnings and teachings with Matic
A follow-up that occurs in any system of learning and adaptive teaching and that often occurs both in deferred and in real time, but in the specific case of Matic is built from the options offered by this platform, which We summarize below:
- Live sessions: they allow, as their name indicates, the follow-up of the activities of the students in the platform while they take place. And all from a screen that records the degree of participation and completion of the exercises commissioned to the students, what activity they are carrying out or, on the contrary, if they are not even working with Matic.
- Tasks: this section accumulates the tasks that have been completed or should be done in the future. Likewise, Matic allows us to know where each student is working on the task, and what is the time allocated to complete it, if it has been done in the foreseen period, and what has been the result obtained. This option allows the creation of new tasks from a repository that classifies them thematically, and that allows teachers to choose the combination of topics and subtopics that they believe is most appropriate for teaching their syllabus.
- Preview of contents: subdivided into the numerous curricular subjects that comprise the compulsory education of mathematics, this option allows access to a content map, where all the concepts related to the subject that includes them are indicated, indicating the place they occupy within of the student’s learning itinerary. Through Matic’s algorithm, the student will be able to advance from one subject to another or, on the contrary, he will have to repeat a part of this itinerary before moving on to the next one, once he has demonstrated that he has acquired the necessary knowledge to do so. Likewise, the teaching team in charge of these students will be able to check which exercises of one or another subject they have completed, and how they have done it.
- Reports: allows checking the student’s activity, frequency and number of exercises and sections of his itinerary completed. In addition, this option includes the preparation of detailed reports of the activity of each of the students, to obtain an overview of their learning. In a second possibility, it also allows seeing the degree of completion of the different parts of the agenda by the class group in general.
Apart from all these advantages so that teachers can control and manage the activity of their students, Matic also offers students the possibility of knowing their situation regarding their itinerary immediately, also receiving information on how to solve, or how to do it more effectively, the different exercises that have been completed throughout this process. In this way, they can know their mistakes by understanding the steps to follow to improve their learning.
Do you use an adaptive learning system for your classes? And if so, do you do it with Matic, from the classroom of Planeta, in your math classes?