Presented by: Jim Olsen & Jessica Denna Western Illinois University
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Transcript of Presented by: Jim Olsen & Jessica Denna Western Illinois University
Undergraduate Research,Undergraduate Research,Online Learning in anOnline Learning in an
After-School Setting, and Fun After-School Setting, and Fun MathematicsMathematics
~ Tying it All Together ~~ Tying it All Together ~
Presented by:Presented by:
Jim Olsen & Jessica DennaJim Olsen & Jessica DennaWestern Illinois UniversityWestern Illinois University
OutlineOutline Initial motivation/research and philosophical
basis, Goals of the After School Math Games
(ASMG) Project, Research Questions, ASMG web site demonstration, Research methodology, Results - What worked and what didn’t, Transferability, Multiple benefits of the project.
Initial MotivationInitial Motivation
Computers exist in math classrooms, but many Computers exist in math classrooms, but many are not being used effectively – I’d like to are not being used effectively – I’d like to remedy this situation.remedy this situation.
After-school setting presents potential:After-school setting presents potential: Students needing math help,Students needing math help, TimeTime,, Computers available.Computers available.– – I wanted to bring these together to increase I wanted to bring these together to increase
mathematics understanding.mathematics understanding. (Jessica wanted to do an in-course honors (Jessica wanted to do an in-course honors
project!)project!)
Research and Research and Philosophical BasisPhilosophical Basis
EssentialEssential NCTM Technology PrincipleNCTM Technology Principle Access available to 99% of public teachers (NCES)Access available to 99% of public teachers (NCES)
NecessaryNecessary Only 53% use available technology for instructionOnly 53% use available technology for instruction
Desirable in After-School ProgramsDesirable in After-School Programs 95% of parents feel their child would benefit95% of parents feel their child would benefit
BeneficialBeneficial Increased motivation, achievement, and attitudeIncreased motivation, achievement, and attitude Enhanced representation and visualizationEnhanced representation and visualization
Philosophical Basis Philosophical Basis continuedcontinued
Top Two Reasons (from the Top Ten List*) for Top Two Reasons (from the Top Ten List*) for Using Computers to Help Students Learn Using Computers to Help Students Learn Mathematics are:Mathematics are: Technology can create representations that Technology can create representations that
are not possible on a chalkboard or paper.are not possible on a chalkboard or paper. Students can Students can see changesee change..
(* Top Ten can be found at:(* Top Ten can be found at:www.wiu.edu/users/mfjro1/wiu/tea/top10tech.ppt)www.wiu.edu/users/mfjro1/wiu/tea/top10tech.ppt)
Goals of the After Goals of the After School Math Games School Math Games
ProjectProject1.1. Create useable online Create useable online math activitiesmath activities
(math games) for after-school programs. (math games) for after-school programs. The activities should be:The activities should be:
a.a. Mathematically sound,Mathematically sound,
b.b. Enjoyable & interesting,Enjoyable & interesting,
c.c. Educationally beneficial,Educationally beneficial,
d.d. Easy to implement:Easy to implement: Students can do the activity on their own,Students can do the activity on their own, Little or no advanced instruction required,Little or no advanced instruction required, Minimal supervisory expertise needed.Minimal supervisory expertise needed.
Goals of the After Goals of the After School Math Games School Math Games Project Project continuedcontinued
2.2. Make the Make the ASMG ProgramASMG Program transferable (to transferable (to future semesters, other sites, and other future semesters, other sites, and other school districts). The program should:school districts). The program should:
a.a. Have no technology cost,Have no technology cost,
b.b. Be easy to implement,Be easy to implement,
c.c. Have low cost incentives.Have low cost incentives.
Research QuestionsResearch QuestionsFor For each math activityeach math activity (“math game”): (“math game”):
1.1. Was the activity easy to implement?Was the activity easy to implement?
2.2. Was it completed by the students?Was it completed by the students?
3.3. Was it enjoyable?Was it enjoyable?
4.4. Was it beneficial?Was it beneficial?
5.5. Should we continue to use it?Should we continue to use it?
(5x10 = 50 research questions)(5x10 = 50 research questions)
Research Questions Research Questions continuedcontinued
For the For the ASMG ProgramASMG Program as a whole: as a whole:
1.1. Was the program easy to implement?Was the program easy to implement?
2.2. Was it completed by the students?Was it completed by the students?
3.3. Was it enjoyable?Was it enjoyable?
4.4. Was it beneficial?Was it beneficial?
5.5. Should the program be continued?Should the program be continued?
(5 more research questions)(5 more research questions)
Research MethodologyResearch MethodologyWhoWho::
Twenty-two 7Twenty-two 7thth and 8 and 8thth grade after-school students signed up. grade after-school students signed up. Eighteen completed the program.Eighteen completed the program.
WhenWhen::Seven consecutive Thursdays (Fall 2003): Seven consecutive Thursdays (Fall 2003):
- One day for advertising and sign-up,- One day for advertising and sign-up,- Five days of Math Games,- Five days of Math Games,- One day of evaluation and pizza.- One day of evaluation and pizza.
WhatWhat::Students played two math games each Thursday for thirty Students played two math games each Thursday for thirty
minutes (approximately 15 minutes for each game).minutes (approximately 15 minutes for each game).WhereWhere::
Computer lab at a Junior High School.Computer lab at a Junior High School.
Research Methodology Research Methodology continuedcontinued
Data SourcesData Sources::
1.1. Card “Tent” Card “Tent” front – front – Made from half of a sheet of card stock–folded Made from half of a sheet of card stock–folded
into a tent. The card tent sits on the top of the into a tent. The card tent sits on the top of the computer monitor.computer monitor.
The student’s name goes on the card.The student’s name goes on the card. Students earn stars (stickers) for completing the Students earn stars (stickers) for completing the
games–which, in turn, serves as a record of games–which, in turn, serves as a record of activities completed.activities completed.
Research Methodology Research Methodology continuedcontinued
Data SourcesData Sources::
2.2. Card Tent Card Tent back – back – Inside Inside the folded tent.the folded tent. Students write answers to four short Students write answers to four short
evaluation questions for each math game. evaluation questions for each math game. (next slide) (next slide)
Students turn in the card to receive a free Students turn in the card to receive a free pop!pop!
Research Methodology Research Methodology continuedcontinued
Card Tent Card Tent back back questionsquestions::
1.1. Did you like this math game? ___Did you like this math game? ___
2.2. Why or why not? _____________________Why or why not? _____________________
______________________________________________________________________
3.3. Did this game help you better understand Did this game help you better understand Math? ___Math? ___
4.4. What did you learn from this game? ______What did you learn from this game? ______
______________________________________________________________________
Research Methodology Research Methodology continuedcontinued
Data SourcesData Sources::
3.3. Post SurveyPost Survey Eleven questions (mostly Yes or No) Eleven questions (mostly Yes or No)
asking students if they liked the games asking students if they liked the games and the program as a whole, and whether and the program as a whole, and whether they felt they learned any mathematics.they felt they learned any mathematics.
Research Methodology Research Methodology continuedcontinued
Data SourcesData Sources::
4.4. Researcher (Jessica’s) Field Notes.Researcher (Jessica’s) Field Notes.
5.5. Notes from other helpers (after-school Notes from other helpers (after-school program monitors occasionally helped program monitors occasionally helped supervise the Math Games).supervise the Math Games).
ASMG Web Site ASMG Web Site DemonstrationDemonstration
A typical Thursday afternoon.
http://
www.wiu.edu/users/mfjro1/wiu/stu/ASMG/asmg-launch.htm
Results (individual Results (individual games)games)
For each math activity (“math game”):For each math activity (“math game”):
Next slide:Next slide:2.2. Was it completed by the students?Was it completed by the students?
Second slide:Second slide:3.3. Was it enjoyable?Was it enjoyable?
4.4. Was it beneficial?Was it beneficial?
Results (individual games) Results (individual games) SummarySummary
Hidden
Picture
Broken
Calculator
Exploring
Graphs
Flipping
Pancakes
Cat &
Mouse
1. Easy 1. Easy Imp?Imp? YY YY NN11 YY YY
2. 2. Completed?Completed? YY YY YY YY YY
3. Enjoy?3. Enjoy? YY YY YY YY YY
4. 4. BeneficialBeneficial??
YY YY YY NN22 YY
5. 5. Continue?Continue? YY YY NN11 NN22 YY
Results (individual games) Results (individual games) Summary Summary continuedcontinued
Find
Grampy
Pythag.
Proofs
Isometric
Drawing
Balancing
ActMatching
1. Easy 1. Easy Imp?Imp? YY YY NN44 YY YY
2. 2. Completed?Completed? YY YY YY YY YY
3. Enjoy?3. Enjoy? YY YY YY YY YY
4. 4. BeneficialBeneficial??
YY NN33 YY YY YY
5. 5. Continue?Continue? YY YY YY YY YY
Results (individual games) Results (individual games) continuedcontinued
FootnotesFootnotes::
1.1. Exploring Graphs game:Exploring Graphs game: Students were Students were to find a linear pattern (starting value and to find a linear pattern (starting value and change value). Without advance change value). Without advance instruction, the students needed instruction, the students needed considerable help and didn’t seem to considerable help and didn’t seem to learn much from the game. Our learn much from the game. Our recommendation is to recommendation is to discontinuediscontinue this this game.game.
FootnotesFootnotes::
2.2. Flipping Pancakes game:Flipping Pancakes game: Spatial Spatial visualization game. Students did not see visualization game. Students did not see the game as beneficial. The game is the game as beneficial. The game is rather “low-tech” by today’s standards. rather “low-tech” by today’s standards. Our recommendation is to Our recommendation is to discontinuediscontinue this game and replace it with a similar this game and replace it with a similar task of higher quality.task of higher quality.
Results (individual games) Results (individual games) continuedcontinued
FootnotesFootnotes::
3.3. Pythagorean Proofs game:Pythagorean Proofs game: Students Students did not see the game as beneficial. While did not see the game as beneficial. While the game does not give a full the game does not give a full understanding of the Pythagorean understanding of the Pythagorean Theorem, it does potentially “plant some Theorem, it does potentially “plant some seeds.” Our recommendation is to seeds.” Our recommendation is to continuecontinue using this game. (A minor note using this game. (A minor note is to rewrite the instructions to state the is to rewrite the instructions to state the goal of the game first on the web site.)goal of the game first on the web site.)
Results (individual games) Results (individual games) continuedcontinued
FootnotesFootnotes::
4.4. Isometric Drawing Tool game: Isometric Drawing Tool game: The game The game was rather hard to implement because the was rather hard to implement because the directions were not completely clear. Our directions were not completely clear. Our recommendation is to recommendation is to continuecontinue using this using this game, but to revise the directions to make it game, but to revise the directions to make it clear where the “front” and “right” sides are on clear where the “front” and “right” sides are on the isometric drawing. (The the isometric drawing. (The studentsstudents did not did not see the game as highly beneficial. This may be see the game as highly beneficial. This may be because they do not see spatial visualization because they do not see spatial visualization tasks as “math.”)tasks as “math.”)
Results (individual games) Results (individual games) continuedcontinued
Results (Overall Results (Overall Program)Program)
Overall ProgramOverall Program1. Easy 1. Easy Imp?Imp?
Y – We feel the program is Y – We feel the program is transferable. transferable.
2. 2. Completed?Completed?
Y – 18 of 22 who signed up Y – 18 of 22 who signed up completed the program.completed the program.
3. Enjoy?3. Enjoy? Y – Post Survey: 15 of 16 enjoyed Y – Post Survey: 15 of 16 enjoyed the program.the program.
4. 4. BeneficialBeneficial??
Y – Post Survey: 11 of 16 saw the Y – Post Survey: 11 of 16 saw the program as beneficial. The program as beneficial. The researchers saw the benefits.researchers saw the benefits.
5. 5. Continue?Continue?
Y – Replace 2 of the 10 games. Y – Replace 2 of the 10 games. Modify the instructions on two of Modify the instructions on two of the games.the games.
TransferabilityTransferabilityUsing Quickie Online Using Quickie Online
ActivitiesActivitiesGeneral Suggestions for General Suggestions for Integrating Technology into the Integrating Technology into the Regular Classroom (or After-Regular Classroom (or After-School Program)School Program)
It is assumed that the classroom has at It is assumed that the classroom has at least two computers, with Internet least two computers, with Internet connection, in the classroom which the connection, in the classroom which the students can use.students can use.
TransferabilityTransferability
General SuggestionsGeneral Suggestions
1.1. Create a pattern that is easy for the Create a pattern that is easy for the students to adopt.students to adopt.
2.2. Initial computer preparation prior to Initial computer preparation prior to the activity.the activity.
3.3. Necessary handouts available at the Necessary handouts available at the computer.computer.
TransferabilityTransferability
4.4. Activity self-explanatory.Activity self-explanatory.
5.5. Activity has varying levels of Activity has varying levels of difficulty.difficulty.
6.6. Teacher/Facilitator available to Teacher/Facilitator available to answer questions.answer questions.
7.7. Easy to assess.Easy to assess.
TransferabilityTransferabilityin the After-School in the After-School
EnvironmentEnvironmentSpecific Suggestions for Specific Suggestions for Integrating Technology in an Integrating Technology in an After-School ProgramAfter-School Program
1.1. Designated technology time.Designated technology time.
2.2. One to two days per week.One to two days per week.
3.3. Encourage full participation.Encourage full participation.
4.4. Have a reward system.Have a reward system.
Multiple Benefits of the Multiple Benefits of the ProjectProject
Undergraduate Research – This Undergraduate Research – This is is teaching teaching and learning and learning andand collaboration. collaboration.
With a prospective mathematics teacher.With a prospective mathematics teacher. Research Methodology – Card tents useful.Research Methodology – Card tents useful. Use the Internet – interactive Java and Use the Internet – interactive Java and
Shockwave applets.Shockwave applets. Finding practical ways to integrate Finding practical ways to integrate
technology and mathematics learning.technology and mathematics learning. Benefit an after-school program.Benefit an after-school program.
Benefits to the Benefits to the UndergraduateUndergraduate
Understanding the Research Process: Understanding the Research Process: beyond the classroombeyond the classroom
Collaboration: Professor – studentCollaboration: Professor – student PublicationPublication Future studies: Masters degree in Future studies: Masters degree in
Mathematics EducationMathematics Education
Florida!Florida!
Contact InformationContact Information
James Olsen, Ph.D.James Olsen, Ph.D.
[email protected]@wiu.edu
http://www.wiu.edu/users/mfjro1/wiu/http://www.wiu.edu/users/mfjro1/wiu/
Western Illinois UniversityWestern Illinois University
Jessica DennaJessica Denna
[email protected]@wiu.edu
Western Illinois UniversityWestern Illinois University