ecawa 2008: digital tools for the primary numeracy classroom

ECAWA Conference 2008

Digital Tools for the Primary Numeracy

Classroom

CHILD CURRICULUM TECHNOLOGY

“One should never plan a lesson around a particular technology.

Instead, one should begin with an instructional outcome and then locate the appropriate technologies to support it. If the appropriate technology is a pen and paper, then go with it.”

Andrew Robitaille (2008)

Virtual Manipulatives

What are they?

“ A virtual representation of a physical manipulative which, through various dynamic processes may help develop mathematical understanding.”

Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008)

Why use them?Just like concrete manipulatives, virtual manipulatives can

promote thinking and help students grapple with abstract mathematical ideas.

Overcome some of the classroom management issues associated with concrete manipulatives

Students work can be recorded and storedFree web based resourcesAccessible from home

Mildenhall, P., Swan, P.,

Northcote, M. & Marshall, L. (2008)

1. Discovery learning

2. Making conjectures

3. Mathematical relationships

The virtual manipulative supported student learning in three areas:

The virtual manipulative supported student learning in two areas:

1.Linking symbolic and iconic modes

2.Preventing a common error pattern

The virtual manipulative supported student learning in two areas:

1.Student to student communication

2.Application of previously learned skills

Researchers reflections:1. Combination of visual and

symbolic images in a linked format

2. Experimenting & testing hypotheses in a safe environment

3. Motivating and encouraged persistence

4. Free and available 24/7

5. Models the fluid nature of thinking

Use them to…As a motivator to tune students inChallenge students to undertake

explorationModel use of concrete manipulativesLink concrete & symbolic

Virtual Manipulatives

Computer Assisted

Instruction

Computer Assisted Instruction

What does this mean in the numeracy classroom?

Providing practice in basic skills for computational fluency

ContentIs the content appropriate for

the students level of development?

Are the problems presented often enough to build fluency or are they only given periodically as part of a game?

Support Materials

Are there teacher/parent support materials accompanying the activity?

Collaboration

Opportunities

Are there opportunities/ prompts for students to work together?

Directions

Are the directions clear enough for the students to use the activity without additional instructions?

Level of Difficulty

Can this be adjusted to allow for the needs of different students?

Distracting Elements

Are there distracting elements on the screen?

Are there advertisements or other distracting pop up materials?

Type of Response

Do students select a correct answer, or do they enter it from the keyboard?

If they select an answer, how many do they choose from?

Type of FeedbackWhat type of feedback does it provide for

correct and incorrect responses?

Do students have a chance to correct errors?

Can it track a students correct and incorrect responses?

Timing

Can the timing be adjusted?

Is there an untimed version?

Virtual Manipulatives

Computer Assisted

Instruction

Web 2.0 Tools

Virtual Manipulatives

Computer Assisted

Instruction

Teacher Tools

Web 2.0 Tools

Interactive Whiteboards: Whole Class

Smart – What’s My Rule? Easiteach – Twenty Questions

Interactive Whiteboards: Small Group

Smart: Domino Detective Easiteach: Area

Interactive Whiteboards: Learning Centre

Smart: Pentominoes Easiteach: Bugs Comparative Measuring

Classroom Computers: Collaborative tools

Tracking Learning

Tracking Learning

Audacity

Teacher Tools

Tracking Learning

“a resource cannot force learners to describe what they are thinking, only good teaching can do this”

Quote from T. Cotton in Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008)

Highfield, K. Mulligan, J. (2007) The Role of Dynamic Interactive

Technological Tools in Preschoolers Mathematical Patterning, accessed 18 May, 2008 http://www.merga.net.au/documents/RP322007.pdf

Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008) Virtual Manipulatives on the Interactive Whiteboard: A preliminary investigation, Australian Primary Mathematics Classroom, Vol. 13, No. 1 2008

Moyer, P., Neizgoda, D. & Stanley, J. (2005) Young Childrens Use of Virtual Manipulatives and Other Forms of Mathematical Representations, Technology Supported Mathematics Learning Environments, NCTM Inc, Reston VA

Murray, B., Silver-Pacuilla, H. & Innes Helsel, F. (2007) Improving Basic Mathematics Instruction: Promising technology resources for students with special Needs, Technology in Action, Vol. 2, Issue 5, accessed 6 May 2008 http://www.cited.org/library/site/039%20TAM-TIA-Feb-07-21.pdf

Robitaille, A. (2008) It’s about the Pedagogy, not the Computers, iTeacher: Engaging Students with Information and Communication Technologies,

http://iteacher.edublogs.org/2007/10/26/its-about-the-pedagogy-not-the-computers/ Accessed 22 Jan, 2008