STLF Report to CWSEI and Mathematics Department
STLF: Joseph Lo
Period: 2012-10-09 – 2012-11-05
Submitted: 2012-11-05
Specific activities performed by STLF
1) Professional development
 Attended STLF meetings (Oct 10)
 Attending Supper Series on “Comparison of Teaching Methods in a Large Calculus
Classroom” (Oct 25)
 Attended the Math Education Research Seminar (Oct 26)
 Attended the Celebrating Learning Session on “Interactive Engagement in Large Classes”
(Nov 2)
2) Math SEI general meetings/activities
 Met with Math-SEI group to review current projects and discuss future plans (Oct 17, 24, 31)
3) Course-specific meetings/activities
Math 200 – Calculus III
 I am responsible for developing graphical illustrations for certain topics in multivariable
calculus, together with pre-reading materials and in-class activities. The graphs used in prereading materials and in class are posted in UBC Blog where students can give comments
or post questions if needed.
 I am going to run a class survey to find out how students think about the graphical
illustrations and supplementary materials. This survey will be given online together with
the instructor’s survey.
Math 221 – Matrix Algebra
 I am responsible for developing Webwork assignments for all sections of Math 221. One of
the instructors decides the homework questions. Most of these questions are chosen from
the public problem library. Some of them require modification. The remaining questions
are created based on textbook problems.
 A survey on Webwork was given to students during the week of Oct 15.
o Demographic (Total 369 students):
Major
Number of Students
Math (BSc + BA)
35
Computer science
66
Physics
31
Combined science
25
Statistics
12
Biophysics
11
Other BSc Majors
39
Undeclared BSc
14
Other BA
79
Other BASc
39
Other Faculties
31
Note:
3 w/ cpsc, 2 w/ phys
6 w/ phys, 3 w/ math, 2 w/ stat
6 w/ cpsc, 2 w/ math
2 w/cpsc
o Some results from the survey:
 208 out of 369 students responded.
 On average students spend approximately 3.2 ± 0.2 hours each week on
Webwork.
 Whom do you ask for help with Webwork problems?
I normally do not ask for help.
44%
Classmates or friends
54%
WeBWorK's email system
10%
Separate emails to my instructor/TA 3%
TAs at the drop-in Learning Centre 19%
Instructor/TA at office hours
9%

Do you find the “email your instructor” option useful?
Very useful
9%
Somewhat useful 17%
Not useful
10%
Never used it
64%

On average, how would you rate the mathematical difficulty of WeBWorK
problems relative to other problems in the course?
Much easier
5%
A little easier 17%
Comparable
54%
A little harder 19%
Much harder
5%

On average, how often is the syntax required to submit an answer to
Webwork an obstacle in completing your assignment?
Never.
26%
Only happened once or twice this term.
35%
About once in every few assignments.
26%
Syntax is an issue in many assignment problems. 11%

Questions about learning:
Agree Neutral Disagree
Webwork Problems are related to problems on tests and/or
class examples.
WeBWorK problems are good practice for solving
problems on tests.
The immediate responses I get from WeBWorK help me
learn the course material.

76%
16%
8%
79%
16%
4%
78%
16%
5%
Questions about frustration:
Agree Neutral Disagree
I often get frustrated with WeBWorK problems due to their
mathematical difficulty.
I often get frustrated with WeBWorK problems due to
calculation/input errors (unrelated to syntax) I made.
I often get frustrated by the particular syntax required to
submit answers to WeBWorK.

22%
40%
38%
41%
31%
28%
28%
34%
38%
If you were to take a similar course again, which homework option would
you prefer?
Only WeBWorK assignments.
A combination of relatively shorter WeBWorK assignments and short hand-in
written assignments that are returned a week later.
A combination of relatively shorter WeBWorK assignments and short in-class
quizzes.
61%
24%
14%
Only written hand-in assignments that are returned a week later (possibly only
part of them graded).
Only short in-class quizzes in addition to regular midterm exams.

1%
1%
o Some open comments:
 The immediate feedback Webwork provides is very useful for students to
learn.
 A few students mentioned that the instructor often finish the materials
covered in the assignments the class before the due date. I guess different
instructors cover the materials at different pace and this is unavoidable when
having a common assignment across sections.
o Some observations:
 The majority of students do not use the “Email your instructor” button when
having problems with the assignment. On average we receive approximately
16 Webwork emails from students each week.
 Students tend to discuss with their classmates when they need help with the
assignments. More students prefer asking the TAs in person than through
email.
 Students in general think that Webwork can help them learn the course
materials. The questions in Webwork are well related to the course.
 Most students do not have trouble with the syntax required for submitting
answers in Webwork. The syntax for vectors/matrices is rather straight
forward. However, students can get frustrated with calculation or input
errors. This is especially true with matrix calculations.
 Most students prefer Webwork assignments over written assignments or inclass quizzes.
An end-of-term survey will be given with the last set of assignment.
Infinite Series Diagnostic
 A four-week infinite series module is added to Math 101 since Spring 2011. We try to track
series skills by giving a diagnostic to one section of Math 257/316 in the beginning of the
term.
 The test consists of 4 open questions:
o Q1: Does a series with terms converging to 0 always converge?
o Q2: Does sqrt(x) have a Taylor series at x = 0?
o Q3: Choose a Taylor series that describe the function shown on a graph.
o Q4: About the use of the ratio test.
 This diagnostic is given as a voluntary assignment. Students are given one week to
complete. 40 out of 90 students submitted the diagnostic. We compare the students who
completed the series module in Math 101 with those who did not.
# students
Q1
Q2
Q3
Q4


Completed Math 101 in or after Spring 2011 Other students
12
28
Correct
Blank
Correct Blank
75%
8%
54%
4%
92%
8%
71%
7%
67%
17%
54%
21%
67%
17%
50%
7%
It appears that those who have learned series in Math 101 did better than the other students.
Question 1 is the same as one of the questions in the in-class Math 200 diagnostic given on
the first day of class this term. We found that only 12% of students (who completed a series
module in Calc II) answered this question correctly. The discrepancy between these two
results may suggest that students might not be able to recall the knowledge if asked
unprepared in class, but they might be able to properly answer the question if they are
given an opportunity to review the materials. An in-class diagnostic sometimes might not
be able to reveal students’ retention of certain knowledge.
Current project status (material prepared by either STLF or other members of the MATH SEI)
MATH 110:
Learning Goals: 3rd draft of learning goals is complete.
Assessments: MAPS/Study Habit survey and Post-diagnostic was completed
New Methods/Materials: New problem-solving based workshops, remedial work on basic skills
MATH 210:
Learning Goals: Revised after the course is over. A possible new version will be created with the
input of the new instructor
Assessments: End-of-term survey was done.
New Methods/Materials: The MATLAB module is new. Redevelopment of course materials on
Maple is complete.
MATH 305:
Learning Goals: Complete
Assessments: Final exam done.
New Methods/Materials: None at this point
MATH 200:
Learning Goals: None at this point
Assessments: A diagnostic on calculus materials is given on the first day.
New Methods/Materials: Pre-reading and supplementary online materials are being developed
throughout the term.
MATH 221:
Learning Goals: None at this point
Assessments: None at this point.
New Methods/Materials: Webwork assignments will be developed throughout the term.
Plan for immediate future work
MATH 200:
1. Set up a survey about supplementary materials
2. Continue to develop pre-reading materials/graphics for lectures
MATH 221:
1. Continue to develop Webwork assignments
2. Set up the end-of-term survey about Webwork.
Mathematics Attitudes and Perception Survey:
1. Finalize the survey with Warren and Sandi