Gender issue in ICT : Dealing with educational obstacles in mathematical education for ICT
author:
Blaženka Divjak,
Faculty of Organization and Informatics Varazdin, University of Zagreb
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| Slides | |
| 0:00 | Sustainable student retention: gender issues in maths for ICT |
| 0:05 | Sustainable student retention: gender issues in maths for ICT |
| 2:04 | Content |
| 3:32 | Research objectives |
| 4:09 | Why ICT? |
| 5:44 | Why Retention? |
| 6:43 | Why 1st year? |
| 8:41 | Mathematics for ICT. Why? |
| 11:25 | What is the situation in Croatia? |
| 15:14 | Secondary schools math... |
| 19:41 | Secondary schools math |
| 20:27 | Gender issue in Croatia - legal |
| 21:05 | Gender issue in Croatia - research |
| 21:59 | TITLE |
| 22:56 | Gender issue on FOI |
| 24:06 | Are there gender differences? |
| 24:40 | What do you think? What is confirmed? |
| 25:29 | “Women and men skills” |
| 26:11 | Contradicition |
| 27:07 | Learning environment at FOI |
| 27:21 | Enhancing Mathematics for Informatics and its correlation with student pass rates |
| 28:07 | Innovations to Enhance Retention: |
| 30:11 | Gender vs. pedagogy |
| 31:05 | Quality in teaching mathematics |
| 31:34 | Learning outcomes - construction |
| 32:18 | Classification of mathematical tasks and learning objectives |
| 32:54 | Cox Taxonomy – MathKIT |
| 33:48 | Student workload – Problem based learning |
| 34:58 | Statistics and student pass rates |
| 36:03 | E-learning |
| 36:49 | Mathematics 1 |
| 36:56 | Monitoring |
| 37:43 | Radar chart classification of on-line course |
| 38:27 | Research questions |
| 39:02 | Background |
| 40:31 | Background |
| 41:53 | Gender differences in pass rate |
| 43:03 | Questionnaire survey for students |
| 43:36 | Survey results |
| 45:09 | Gender perspective in answers |
| 47:14 | Comparable research |
| 47:23 | Independency in work with technology in self-evaluations |
| 49:58 | Gender perspective – verbal skills, independency |
| 51:03 | How many hours a week you learn maths at home? |
| 52:26 | Gender perspective – independent learning |
| 53:58 | Some conclusions |
| 55:42 | Further research |
| 56:09 | Thank you |
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