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Question: Does a short sharp burst of accessing an on-

line math programme - using laptops - result in increased

self motivation and an increased sense of achievement?

Purpose:  The purpose of this action inquiry research was to investigate -that self-motivation and sense of achievement in maths would increase by

accessing an online math programme at home and at school.

Introduction: In the past math programme sites have been saved, but with

 just one computer, access was limited. The class now had regular access to

a pod of laptops. NZ Maths Week was coming up, offering a perfect time

frame of 2 weeks, including practice week, where children could

independently access math challenges to suit their math level, at school and

at home. There was little need for adult supervision.

Literature Review: Recent research by Sedig.K (2008) and Matthew

Mackenth (1998) has indicated that on-line games are enjoyable, engaging

and help prepare children for the work force in the 21st century. The best

way to attract a child’s attention is to make the learning aspect fun, so what

better way to learn than through games, or through playing. The Internet

provides children with numerous websites to play games while at the same

time teaching them the fundamentals of math.1 Math games help children

enjoy maths, particularly if the sites are colourful and animated.2 On-line

games help sharpen children’s typing skills. 3 Keeping a child’s mind primed

for new material is the key to maintaining a healthy level of educational joy

and motivation.4 Maintaining a healthy mix of work and play is crucial for

continued learning success.5

Implementation of the Action Plan: A group of 6 high achieving

mathematicians were selected, all at Stage 8 of the Numeracy Framework.

Five of the students felt very confident in using a laptop, one - quite

confident. None of the students accessed on-line math programmes at

home. Each child signed up to NZ Math Week, and printed off their own

codes which gave them access to the website. The students worked

independently on the laptops accessing challenges daily for 10 days, at

school, during maths and playtimes/lunchtimes if they wished, and at home.

 The students would complete a PMI after 3 days. Parents would receive a

questionnaire to complete at the end of the 10 days. After day 10, the

students would complete a questionnaire.

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1  The Educational Value of On-line math games for kids – JosephGallagher2 www.math-and-reading-help-for-kids.org3 www.maths-and-reading-help-for-kids.org4 www.maths-and-reading-help-for-kids.org

5 www.maths-and-reading-help-for-kids.org

Initial Results: After day 3, the students completed a PMI, about using

laptops and accessing the challenges. Results were very positive with the

students enjoying:

• the competitive nature of the site

• interacting with friends and others in the world

• could earn certificates and points

• each challenge had a goal

• was an encouraging programme

• they could see how good they really were at math

• and had their own laptop all the time.

 The children felt challenged and were accessing the site at playtime,

lunchtime and at home. Teacher observations included a feverish-likeattachment to the laptops and the programme which led to a growing

interest from other children in the classroom.

Results: Results of the student questionnaire at the end of the 10 days

showed –

• 4/6 children did access the on-line maths programme at home. (1

child found it very difficult to do so with dial up and one home did not

have access to the internet.)

• All 6 children accessed the site at lunchtimes.

• None of the children tired of the programme

•  The students saw the benefits of the 10 days as – problem solving

skills were faster, faster recall of tables, increased math knowledge,

enjoyed the optional choices so could match your own skill level,

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recognition of their skills in terms of points and certificates, always had

your own laptop.

•  The programme became a bit repetitive.

•Students preferred the short sharp burst of the programme – ratherthan having it every day of every week.

• Students felt great sense of achievement when awarded points and

certificates.

• the competitive nature of the site kept them self motivated.

Results for parents questionnaire showed that all parents had noticed a

positive change in their child’s attitude to maths over the 10 days, theirchildren were talking more about maths - all in a positive manner, wanting

to access the on-line math programme (4/6 did, I – too hard with dial up, 1

family had no internet - but as a result of this action research – does

now!). Parents noted the following benefits as being –

• A focus for the family to talk about.

• Having fun with maths.

• Opportunity to hook up with kids from all over the world.

• Constructive fun.

• Eager to be involved with on-line challenges.

• Interest in wider maths especially applied maths.

• Faster calculating and provided extension opportunities.

Only negatives seen by 3 parents were – too much time being spent on the

computer!

 Teacher observations of the group noted

• a continued high level of on-task involvement,

• a great deal of enjoyment and sense of achievement,

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• the group’s obvious positivity encouraged other children in the class to

participate too,

• positive interactions amongst students talking about the on-line math

programme,

• children using laptops confidently.

Conclusions: A short sharp burst of accessing an on-line math programme

resulted in increased self motivation and an increased sense of achievement

as observed by teacher and parents and as indicated by children

themselves. The pod of laptops at school essentially meant for easy

accessibility to the on-line programme for all the students.

All 6 students indicated that they would access on-line math programmes at

times other than maths and in their spare time at home, especially if a class

wiki of suitable math sites was available.

For Further Development: A class wiki needs to be set up providing

children and parents with access to colourful, animated and purposeful on-

line math programmes. Each programme to be prefaced with suitability,

level and purpose.

Bibliography:

www.helinm.com

www.math-and-reading-help-for-kids.org

Sddig K (2008). From Play to Thoughtful Learning: A Design Strategy to

Engage Children with Mathematical Representations. Journal of Computers

in Medicine and Science

  Jan Stevens. 2009.