Math and Motion: A (Coursera) MOOC to Rethink Math Assessment

  • Patricia SalinasEmail author
  • Eliud Quintero
  • Xavier Sánchez
Part of the Lecture Notes in Computer Science book series (LNCS, volume 9192)


The Massive Open Online Course (MOOC) “Math and Motion” presents a different way for the interaction with Mathematical knowledge. In this course, digital technologies are integrated during the process of Mathematical teaching. These technologies are mixed with Mathematical contents to create a didactic scenario. In this scenario, numeric, algebraic and graphical representations are incorporated to the real-life context of linear motion. This scenario offers learning with a real meaning for the Mathematics knowledge. Assessment in this new way of interaction with Mathematics considers new challenges besides its online feature. In Math and Motion, lectures are available in weekly videos, and each week includes an assessment of multiple responses items executed in platform COURSERA. In this paper we describe the didactic design of Math and Motion MOOC and its assessment, as well as the findings during its first delivery in fall semester 2013.


MOOC Online assessment calculus Online learning calculus 


  1. 1.
  2. 2.
    OECD.: Are 15-year-olds creative problem-solvers? PISA in Focus, pp. 4–7 (2014)Google Scholar
  3. 3.
    Salinas, P., Alanís, J.A.: Hacia un nuevo paradigma en la enseñanza del Cálculo dentro de una institución educativa. Revista Latinoamericana de Investigación en Matemática Educativa 12, 355–382 (2009)Google Scholar
  4. 4.
    Alanís, J.A., Salinas, P.: Cálculo de una variable: acercamientos newtoniano y leibniziano integrados didácticamente. El Cálculo y su Enseñanza 2, 1–14 (2010)Google Scholar
  5. 5.
    Salinas, P., Alanís, J.A., Pulido, R.: Cálculo de una variable: reconstrucción para el aprendizaje y la enseñanza. Didac 56–57, 62–69 (2011)Google Scholar
  6. 6.
    Arcavi, A.: The role of visual representations in the learning of mathematics. Educ. Stud. Math. 52, 215–241 (2003)CrossRefGoogle Scholar
  7. 7.
    Duval, R.: A cognitive analysis of problems of comprehension in a learning of mathematics. Educ. Stud. Math. 61, 103–131 (2006)CrossRefGoogle Scholar
  8. 8.
    Duval, R.: Un tema crucial en la educación matemática: la habilidad para cambiar el registro de representación. La Gaceta de La Real Sociedad Matemática Española 9, 143–168 (2006)Google Scholar
  9. 9.
    Duval, R.: A crucial issue in mathematics education: the ability to change representation register. In: Proceedings of the 10th International Congress on Mathematical Education, pp. 1–17. IMFUFA, Denmark (2008)Google Scholar
  10. 10.
    OECD.: PISA 2012 Results What Students Know and Can Do-Student Performance in Mathematics, Reading and Science, pp. 1–564 (2014)Google Scholar
  11. 11.
    Gómez, F.: Educational innovation through ICTs in the university setting: what do students think of these practices? Revista de Universidad y Sociedad del Conocimiento (RUSC) 11, 49–60 (2014)CrossRefGoogle Scholar
  12. 12.
    Del Moral, M.E., Villalustre Martínez, L.: Didáctica Universitaria en la era 2.0 competencias docentes en campus virtuales. Revista de Universidad y Sociedad del Conocimiento 9(1), 36–50 (2012)CrossRefGoogle Scholar
  13. 13.
    Moreno-Armella, L., Sriraman, B.: Symbols and mediation in mathematics education. In: Sriraman, B., English, L. (eds.) Theories of Mathematics Education: Seeking New Frontiers, pp. 213–232. Springer, Heidelberg (2010)CrossRefGoogle Scholar
  14. 14.
    Moreno-Armella, L., Hegedus, S.: Co-action with digital technologies. ZDM 41, 505–519 (2009)CrossRefGoogle Scholar
  15. 15.
    Salinas, P.: Approaching calculus with SimCalc: linking derivative and antiderivative. In: Hegedus, S., Roschelle, J. (eds.) The SimCalc Vision and Contributions, pp. 383–399. Springer, Heidelberg (2013)CrossRefGoogle Scholar
  16. 16.
    Kassabian, D.: The value of MOOCs to early adopter universities.
  17. 17.
    Coursera: Consider retention in the context of student intent.
  18. 18.
    Masie, E.: Making a great online course, and why high drop-out rates aren’t a bad thing.

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  • Patricia Salinas
    • 1
    Email author
  • Eliud Quintero
    • 1
  • Xavier Sánchez
    • 1
  1. 1.Tecnologico de MonterreyCampus MonterreyMonterreyMexico

Personalised recommendations