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This is my presentation from the 2008 ECAWA state conference
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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