2013 Implementing e-portfolios in mathematics education Merilyn Taylor MSTE Faculty of Education

Purposes for the trial Many New Zealand primary schools have been supported to introduce e-portfolios (MOE, 2011). An opportunity for students to display mathematics learning in alternative ways. To help demonstrate breadth of development of knowledge and skills and depth of critical thinking and application of ideas to mathematics teaching and learning mathematics (Frid & Sparrow, 2003). To showcase learning in one “space” (Short, 2011). Many New Zealand primary schools have been supported to introduce e-portfolios (MOE, 2011). An opportunity for students to display mathematics learning in alternative ways. To help demonstrate breadth of development of knowledge and skills and depth of critical thinking and application of ideas to mathematics teaching and learning mathematics (Frid & Sparrow, 2003). To showcase learning in one “space” (Short, 2011).

Theoretical framework Adult learning theory principles (Herrington & Oliver, 1995, Smith, Harvey & Chickie-Wolfe, 2007). Mathematics education reform and sustainability principles (Coburn 2003, Drake & Sherin, 2006). Development of “artifactual literacy” (Pahl, 2004). Adult learning theory principles (Herrington & Oliver, 1995, Smith, Harvey & Chickie-Wolfe, 2007). Mathematics education reform and sustainability principles (Coburn 2003, Drake & Sherin, 2006). Development of “artifactual literacy” (Pahl, 2004).

The cohort TEMS C(NET) Mathematics Education 2 76 on-line distance teacher education students Compulsory paper One face-to-face session to set up each eportfolio Course sustained with Moodle TEMS C(NET) Mathematics Education 2 76 on-line distance teacher education students Compulsory paper One face-to-face session to set up each eportfolio Course sustained with Moodle

Getting started Needed to support students to set up accounts. Stipulated components of eportfolio, but simultaneously allowed individual flexibility. One assessment designed specifically to encourge selection and evaluation of multi-media artifacts. Ethics approval obtained. Needed to support students to set up accounts. Stipulated components of eportfolio, but simultaneously allowed individual flexibility. One assessment designed specifically to encourge selection and evaluation of multi-media artifacts. Ethics approval obtained.

Tensions Teachers are expected to be familiar with a range of technologies and teaching approaches but… for mathematically anxious, or techno-shy, eportfolios potentially add another layer of concern. Expecting consideration of an alternative conception of mathematics education. Balancing requirements of a compulsory course with potential of exploring the use of an e-portfolio

Intentional design of an assessment Students were expected to compile an “intentional collection” of artifacts for topic of measurement. Apply criteria to justify inclusion of five chosen artifacts that could be developed, evaluated and/or adapted. Recorded why each artifact was included and how it had impacted on personal perspectives of mathematics education.

One example

Anlaysis of eportfolios Posting box onlyConservative portrayal of mathematics and use of affordances Willing to engage with some possibilities (Surface browsers) Range of artifacts, but limited mathematically Able to explore or create artifacts with a greater range of technologies Variety of artifacts, and generally presented mathematics possibilities Took opportunity to think about mathematics in different and alternative ways Deeper thinking about the nature of mathematics and the affordances of possibilities for transformative mathematics education In

In hindsight Useful way to see overview of all work, not each assessment as discrete entity. e-portfolio offers a way to provide formative feedback. Flexible and personalised. Greater scaffolding about sensible presentation is needed.

Looking ahead Suggest that this e-portfolio experience was isolated. A more comprehensive approach with other learning areas could be worthwhile. Potential for students to see connections across a range of subjects Potential for peer/group work and assessment.

A later observation Comparing the “select, collect, reflect” assignment results to the teaching of a unit of mathematics…. students who were prepared to take risks with their selection of artifacts took that approach to teaching. Comparing the “select, collect, reflect” assignment results to the teaching of a unit of mathematics…. students who were prepared to take risks with their selection of artifacts took that approach to teaching.