Evidence bases in Mathematics Education

Speaker: Ant Edwards
Affiliation: Swinburne University of Technology

Abstract

In this talk I will consider what constitutes a persuasive evidence base for studies that explore the effectiveness of mathematics teaching and learning approaches in higher education, and the challenges involved in producing such evidence. Recently, there has been a strong shift to encourage innovative practices whether they be a flipped or blended learning pedagogy, the removal of invigilated exams,

or the continuation of education measures necessitated due to the COVID-19 pandemic. But what evidence backs up these shifts, and more broadly, what evidence base justifies any wider rollout of a novel learning and teaching approach?

I will present occasions where learning and teaching outcome evidence that was initially persuasive quickly descends into baseless smoke and mirrors; yet still may resonate with educators and students. I consider the role of learning analytics and student feedback surveys, comparisons of evidence by standardised effect sizes, randomised and pseudo-randomised trials and qualitative approaches as we strive to critically appraise evidence bases for mathematics education.

Bio

Ant Edwards is the Associate Dean Education in the School of Science, Computing and Engineering Technologies at Swinburne University Technology. He is a Senior Lecturer in Mathematics Education, teaching undergraduate mathematics units to specialist and non-specialist cohorts. His research involves projects relating to the teaching, learning, and assessment of mathematics at university, in particular how students work with examples and engage in large group classroom settings.