1. Deonarain Brijlall & Noor Ally
Transforming traditional mathematics classrooms using e-learning support
Deonarain Brijlall & Noor Ally
Department of Mathematics, Durban University of Technology, South Africa

2. National Benchmarking Tests (NBTs) written at a South African university of technology showed that students across all programs which were serviced by the Mathematics Unit have revealed a low level of preparedness in Basic Mathematics for higher education.
While the issue of remedying this serious problem lies firstly at the Basic Education level, Higher Education institutions cannot ignore the consequences of this situation which presents itself with our accepted entry level student cohort.

3. In order to improve conceptual understanding and competencies in these prior learning areas, interventions have to be done outside of the lectures (Ally, Brijlall, Rajah, Day, Maharaj A. & Lortan 2015, Maharaj, Brijlall & Narain 2015)

4. Previously, such interventions included additional tutorials during the week as well as on Saturdays.
However, feedback from tutors and lecturers supervising such interventions indicated that students focused on the content discussed during lectures as well as revision of work in preparation for minor and major tests and not on improving basic mathematics skills.

5. In this scenario, e-learning presents a suitable vehicle for implementing interventions outside of lectures and might be an effective communication tool for developing students’ conceptual understanding and procedural fluency in Basic Mathematics.
It is proposed that "at risk" students be identified and inducted in a pathfinder project using e- learning as the primary mode of delivery for academic support in Basic Math.

6. In this study the researchers used e- learning support materials to promote independent learning.
In this paper we explore the students’ during e-learning
We allow students to reflect on their use of tablets and laptops.

7. The incorporation of e-learning would be examined over a long period in terms of
design of learning, teaching and assessment material with Mathematical content
communication through electronic devices between learners and tutors/lecturers in formats which include Mathematical symbols and text
multiple online assessments in an interactive E- environment with instant feedback and tutorial support.

8. Transformative learning was introduced by Mezirow (1997) as a change process that transforms frames of reference (Imel 1998).
His theory defines frames of reference as "the structures of assumptions through which we understand our experiences.
They selectively shape and delimit expectations, perceptions, cognition, and feelings" (Mezirow 1997: 5).

9. According to this view, "actions and behaviors will be changed based on the changed perspective” (Cranton 1994: 730).
In this research we allowed students to express their perceptions and expectations of the use of e-learning technologies like the laptop and tablet.

10. A qualitative research method was adopted and focused on the lecturers as researchers.
This focus of enquiry enhanced the action research carried out in this study.
The qualitative paradigm was employed, as the investigation was not concerned with statistical accuracy (Cohen, Manion & Morrison 2007).

11. The main focus of the paper was to explore the students’ experiences during e-learning and to gather their reflections on the use of technology during e-learning.
Semi-structured questionnaires were used to establish what transpired in and out of the problem-solving class during the research period by fourteen engineering students.

12. A. Device evaluation 1. Did you find it easy to use the device
A. Device evaluation 1.Did you find it easy to use the device? Explain why?
Tablet(5)
Laptop(9)
YES 5
1. Access internet easily- 3
2. Touch screen good for zooming in on unclear questions and easy to use-2
3. User friendly with instructions-1
4. Not so heavy to carry-1 9
1. I used a computer before at home.- 5
2. People helped me /easy to learn- 4 NO

13. 2. Were you able to access the internet easily with your device
2. Were you able to access the internet easily with your device? If not, were there problems with the network or the device you used?
Tablet
Laptop
YES 5
No problems with network – 4
Sometimes a problem with the network - 1 9
No problems with network. One response indicated no access at residence. NO

14. 3. Was there any feature of the device that was useful or helpful in reading or doing the tests in the Pathfinder? Explain.
Tablet
Laptop
Positives
1 Liked the S-pen to write and do calculations -2
2. Could read notes, answers to quizzes and correct mistakes. Also access google for help – 3
1. Clarity of screen and adjustment of font size -2
2. Microsoft word -1
3. It was hard to access with phone(Laptop was possibly better).
Other comments were in terms of benefits in doing the tests, not on the device.
Negatives
1- no explanation, but later indicated no problems with device. May have indicated “No” problem.

15. 4. Did you experience any particular problem with the device which you needed to get help for? Explain.
Tablet
Laptop
YES
1- password issue
1- could not see questions clearly
1- could not access internet NO 5 6

16. 5. Did you use the device to contact or communicate with the lecturer when you needed assistance with a problem in Maths? How did you do this and were there any difficulties?
Tablet
Laptop
Sms- -message box 3
In class during consultation 2 6

17. 6. Were there problems in accessing the Moodle site
6. Were there problems in accessing the Moodle site? If Yes, Explain briefly what these problems were.
Tablet
Laptop
YES
1- Logging in issue
3 – Logging in issue NO 4 5

18. 7.Any other comments on the device that you would like to share.
Tablet
Laptop
1. Using the device helped improve my Math
2. Perfect for connecting to internet
3. S- Note for writing notes and easy to carry about
1. Useful but have to be responsible that it does not get lost.
2. Appreciate it if organise to get it next semester.
3. Need to see questions more clearly-could not answer some.

19. Trigonometry - 9 Graphs - 5 Factoring - 4 Solving equations - 1
B. Basic Mathematics tutoring assistance 1. Which sections in Basic High school Maths( Eg. Factoring, solving equations, trigonometry, graphs etc) were you finding difficult at the start of the semester? You can write down more than one.
Trigonometry - 9
Graphs - 5
Factoring - 4
Solving equations - 1

20. 2.Were there any sections not covered in the tuition which you needed help in? ALL ANSWERED NO.  
3. How helpful was the tuition in assisting you to improve your understanding of the high school math? Circle your answer.
Very helpful – 4 tablet + 5 Laptop /helpful – 1- tablet + 4Laptop / not helpful-nil

21. ***4. Has your participation in the pathfinder improved your performance in Math 1? Yes/No ALL RESPONDED YES How so ?
Tablet
Laptop
1. Obtained distinction, found math more interesting.
2. More practice
3. At first I did not participate but when I got to use daily, my understanding increased and I passed Maths
4. I am starting to be faster than before when it comes to thinking.
5. It helped me to identify my weaker areas and I began focussing to improve that.
1. I was exposed to difficult situations and examples
2. Becoming faster to answer questions
3. Practice is helpful to improve performance
4. I used to get 40%-50% now I get 70% - 80%
5. I might not be a genius yet but it taught me that Math need practice and through that you can improve marks, that worked for me.
*5. Need to add Math 1 work as well.

22. 5.Were you motivated to complete the tests every week? Why?
YES
YES/NO
1. My way of testing my capability in Math
2. Lecturer constantly motivated us.
3. To see my test scores and if I made improvement
4. Because I used to get almost all right
5.I benefitted something
6. Yes, I was studying anyway, it was routine.
1. Not really
2. Not yet- too much work in other subjects.

23. 6. Was the online work (tests, notes etc) enough
6.Was the online work (tests, notes etc) enough? If not what could we have done more to improve it?
YES NO 9
Enough, more than enough
4(2 said yes but made comment)
More examples, quizzes, include Math1, more daily practice

24. 7. Was the feedback helpful after each test was marked? Explain.
YES – corrected mistakes, identify mistakes.
YES, but only answer given

25. 8. Do you have any other comments regarding the Pathfinder that may help to make it more beneficial
Tablet
Laptop
1. Happy
2. More students to participate
3. More examples on quizzes, more clear
1. Make Login easier.
2. Feel the programme could help a lot of other students
3. Thank you it was helpful
4. Recommend for all students

26. CONCLUSION
In this study the researchers have served as facilitators of learning.
They identified from previous engineering student mathematics engagement misconceptions and gaps in learning.

27. Thereafter diagnostic tasks in the forms quizzes and multiple choice questions were designed and placed on the moodle platform. Students had access to these and were provided either tablets or laptops.
In this paper we considered in the case study fourteen respondents and summarised their responses in a tabular form question-wise.

28. By allowing students to reflect on their experiences we were able to gather the rationale for the implementation of technological tools and also make a comparison of the two types of electronic machines provided to students by the mathematics department.
The tablet seemed to have more reasons for being easy to use.
In both cases students implied that it was easy to use and in one case it was made explicit that the laptop eased learning.

29. The user-friendliness of the tablet would seem to provide a better frame of reference for mathematics learning than previous frames of reference where only text books and the chalkboard were used. Also, students prefer to bring into their learning their past experience.

30. This report is part of a larger study which is in progress.
The students’ reflections have allowed us to make alterations in our instructional design to compensate for some shortfalls identified by these students.
This was a case study.
The findings of a case study cannot be generalised.
We suggest a large scale study on the work presented in this paper.

31. WE WOULD LIKE TO PLACE OUR SINCERE APPRECIATION TO THE CONFERENCE ORGANISERS
THANK YOU