MIT project helps students learn geometry through experiential learning

Since the outbreak of the COVID-19 pandemic in early 2020, in-person classes have been severely impacted. Many educators have organised online lessons to keep students on track with their learning. Through a project led by two scholars from the Department of Mathematics and Information Technology (MIT) and carried out by two pre-service teachers of the department, an open access flipped learning website was created for teaching secondary school students geometry, meeting the needs of many mathematics educators during the pandemic.

Containing a number of learning resources, the MIT-designed website was constructed based on experiential learning theory. According to the theory, a complete learning experience should include the four learning cycles of concrete experience, reflective observation, abstract conceptualisation and active experimentation.

The project was led by Dr Cheung Ka-luen and Dr Lo Chung-kwan, both Assistant Professors at MIT, and executed by MIT pre-service teachers Russell Chan Ho and Esti Chau Cheuk-lam. The main product of the project is the learning website “Learning Equations of Straight Lines with e-Tools”, which enables secondary school students to explore and learn about the concepts of equations for straight lines.

Dr Lo explained, “In the concrete experience cycle, students can alter the parameters for the slope and y-intercept to see how the straight line is represented differently on the x-y coordinate plane. In the reflective observation phase, there are scaffolded notes to guide students on how to reflect on and consolidate what they have observed in the first phase.

“In the abstract conceptualisation cycle, instructional videos help students to formulate concepts (in this case, mathematical concepts of a slope and y-intercept of a straight line) to represent what they have learnt. And in the final phase of active experimentation, students are given online quizzes where they can apply the mathematical concepts just acquired to solve problems.”

The project was carried out in three phases. In phase one, Mr Chan and Ms Chau developed a trial website with learning tools, worksheets and videos under the guidance of Dr Cheung and Dr Lo. Experienced mathematics teachers were then invited to evaluate and provide feedback on the trial website. “In phases two and three, more teachers were invited to give comments about the learning website through both qualitative and quantitative means. Two more rounds of amendments were subsequently made to improve the design of the website as well as the site’s learning tools, worksheets and videos,” Dr Lo explained.

The project was made possible through the Specific Student Empowerment Work Scheme of the Student Affairs Office. Based on the project, the paper “Developing flipped learning resources to support secondary school mathematics teaching during the COVID-19 pandemic” was written and published at the end of 2021.