Mathematics HL

What makes this online course unique

Our online course in Mathematics HL covers the same content and prepares students for the same assessments as a traditional face-to-face course. However, the online environment presents students with some very unique learning opportunities. We asked our course developers and teachers to tell us what they think is special about the online course, and to give us some concrete examples of how assignments take advantage of the online environment. Here are some of their answers:

"What is special about taking Mathematics HL online?"

An international classroom:

• "The fact that classmates come from different backgrounds is very helpful to students - even in a course like Mathematics, where the international aspect is less immediately obvious. There is sometimes a culture of Mathematics built up in schools that is not reflective of what goes on around the world in general. Giving students exposure to these differences can help develop a more mature attitude to Mathematics and this is often an important factor in being successful in the subject."

Independent learning skills:

• "A traditional IB Mathematics HL classroom might involve a teacher presenting an idea to the whole class - then maybe asking students to work through some sample problems on a whiteboard. In short - this phase of a traditional class is teacher led. The second phase, when the students work in groups or as individuals, is an opportunity to address individual student needs. In an online environment there is not really a moment of teacher exposition. The exposition occurs in more diverse ways. There will be written explanations, software demonstrations and discussion points, but while the lessons are highly structured, the students will work through them at their own pace. The process allows the teacher to start addressing individual needs at an earlier stage, and to devote a larger share of his or her time to individual students."

Student-centred learning environment:

• "In general, students construct their own understandings but with a scaffold support mechanism of private instructor intervention, linked responses to discussion points and public student/instructor intervention on discussion forums."
• "In terms of student understanding, the real advantage of an online course is that an individual student can ask for private clarification of an idea by means of a private forum, or ask a question on a whole class forum that will provoke discussion within the class. This ability to reflect on an idea before asking a focused question is a function of the asynchronous nature of an online course."
• "In a traditional classroom the rhythm of a lesson is dictated by the time available. In an online course, it is the student who chooses the rhythm of the lesson. Students can choose the optimum time of the day to do their mathematics. For example, they might spend an hour in the morning engaging with the expositional parts of the lesson, and take time to reflect before practicing questions later in the day. How the student distributes the 7-10 hours expected of them in a week is for them to determine. Again, the students' ability to independently organise themselves is essential."

Unique support structures:

• "The building of an online community, where the students understand each other and work together productively, is very important. Sometimes, in face-to-face environments, personal jealousies or social factors outside the classroom can interfere with the building of a supportive learning environment for students. Mathematics HL is difficult, and so classes function best when students support each other through the course. Since the building of trust and community is an essential part of the online experience, positive formal and informal collaboration of students is planned into the course."
• "In a traditional classroom the time a teacher spends with individual students depends on a mix of factors, including teacher workload, individual student behaviours and school culture. In this online course, the instructor will be expected to interact with individual students much more equally, and on a regular basis. It is not possible for a student to sit at the back of the class and be ignored, whilst another student manages to take a large proportion of a teacher's time. The asynchronous nature of the course means that a student can ask the instructor a question about the explanations and ideas at any time in the public or private discussion forums."

"What specific online tools are used in delivery of the course, and in what ways?"

• Geogebra® is dynamic geometry software. It is used by teachers as an instructional tool to demonstrate an idea, or by students to explore ideas independently as part of an investigation.
• Jing® is a useful resource for video demonstrations that can be saved and shared. Since it captures the computer screen, it can allow the teacher to make a point using the dynamic software or graphing calculator. Teachers can also work through a PowerPoint® using Jing, providing explanation and commentary. Students can also use Jing to send explanations or pieces of work rather than just submitting documents in the drop box.
• Google Docs® now has some mathematical functionality and can serve for collaborative work between students.
• Diigo® and Netvibes® can be useful tools to enhance Theory of Knowledge and invite students to make mathematical connections with the events and developments in current affairs.
• Online concept mapping tools such as Webspiration® includes math symbols and can be a useful collaborative tool for students.