THE IMPACT OF INTERNET-BASED MATHEMATICS RESOURCES ON LEARNING OUTCOMES FOR MATH STUDENTS

Kai BrownEDTC 625

Spring 2013

Photo courtesy of: http://www.edutopia.org/images/graphics/fea_ikid_fasttimes.jpg

INTRODUCTIONDeveloping the 21st century student learner requires that educators embrace teaching practices and use resources that will promote learning. It is a challenge for many educators to accommodate a multitude of needs for student learners. “A curriculum based on a blend of learning methods with more direct forms of instruction is what is now needed to build knowledge, understanding, creativity, and other 21st -century skills. (Inserra, A., & Short, T. 2012 p. 145). Collaborative learning, constructivism, project-based learning, and individualized learning are just a few of the approaches that are being explored in depth to examine what triggers students to develop academically. (Inserra, A., & Short, T. 2012 pp. 147-148).

DIRECTION OF MATH INSTRUCTION AND TECHNOLOGY

“Rapid evolution of the personal computer has expanded society’s vision of computers from devices for programming, to tools for developing students’ skill and motivation in academic areas such as math, science, language arts, and writing.” (Sang 2009 p. 224)

COMPUTER ALGEBRA SYSTEMS (CAS)

There has been considerable research interest in the use of advanced digital technologies in the teaching and learning of mathematics. The next step in this evolution has been the development of Computer Algebra Systems (CAS), that is, software which allows the user to perform algebraic manipulations such as factoring, solving equations, multiplying polynomials, taking derivatives, calculating limits etc. (Meagher 2011 p. 3)

Retrieved from http://www.math.montana.edu/frankw/ccp/talks/IndianaMAA/casripple.gif

COMPUTER ALGEBRA SYSTEMS (CAS)--USES

Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=f359ac79-eb2e-4b55-b26a-b3d8b4525ef2%40sessionmgr104&vid=15&hid=127

A growing number of mathematical areas use CAS to support instruction

COMPUTER ALGEBRA SYSTEMS--VISUAL

Retrieved from http://www.mackichan.com/index.html?cas.html~mainFrame

CAS software can be applied to display 3D plots from multiple dimensions.

WOLFRAM ALPHA

“Wolfram Alpha is a free, browser-based web service, developed by Wolfram Research, which dynamically calculates results to natural language queries by applying algorithms to its extensive internal database of facts.” ( Dimicelli et al. 2010 p. 1061)

Image courtesy of: http://www.wolframalpha.com/images/press/photos/logos/WolframAlphaHeader_Web-small.jpg

WOLFRAM ALPHA--USES

“Students can use WA as an aid in doing homework, drills, and learning. Teachers can use Alpha to design homework, create tests and lesson plans, and to tutor, and they can even learn some new things.” (Hindin, H. J. 2010 p. 79)

Image courtesy of: http://www.wolframalpha.com/images/press/photos/logos/WolframAlphaLogo_Web-med.jpg

WOLFRAM ALPHA--VISUAL

Retrieved from: http://www.wolframalpha.com/input/?i=derivative+of+x%5E4+sin+x&lk=3

VIDEO MICRO-LECTURES:

Video micro-lectures, an Internet-based resource, can support learning and “enable a comprehensive instructional strategy that allows greater depth of coverage, with more classroom time spent on complex material that is interesting to many students and less time spent on basic explanations. (Brecht & Ogilby 2008 p. 72) Additional classroom time and effective external instructional assistance can significantly impact a student’s learning environment.

VIDEO MICRO-LECTURES: STATISTICS

In a study conducted by Brecht and Oglibly (2008) the following was determined:

68.5 % of the students sampled, indicated that the videos helped to understand course material and prepare for midterm exams.

72.2% said the videos helped to do homework and prepare for weekly exams.

63% of the students said that the videos provided tutoring assistance

Retrieved from http://people.eduadda.com/wp-content/uploads/Video-Lecture-459x250.png

VIDEO MICRO-LECTURES: KHAN ACADEMY

The Khan Academy is an online, Internet-based library database of over 4000 instructional videos. The videos over practical components that enable viewers to practice subject based material at their own individual pace.

Retrieved from http://jingreed.typepad.com/.a/6a00d8341c73fe53ef0148c751c605970c-800wi

BENEFITS OF TECHNOLOGY BASED TEACHING RESOURCES Closing the gaps- “There is a gap in math skills

within this country that is perhaps even more alarming than our students underachievement as compared to other industrialized nations.” (Burns et al. 2010 p. 582)

Personalized/Individualized Practice- Individualized or personalized practice can offer students a chance to gain additional exposure to a variety of math concepts. (Smith 2008)

Clarify classroom concepts—Video micro-lectures and Internet-based resources and software can provide extended support to students who seek to advance math knowledge or to overcome barriers to comprehending math concepts.

LIMITATIONS OF TECHNOLOGY BASED TEACHING RESOURCES Lack of teacher and instructor support. Minimizes ability to perform math activities

and problems manually. Video lectures may contain material that is

beyond the scope of the course’s curriculum. Internet-based software may provide methods

for arriving at solutions that are complex and in depth.

Retrieved from http://www.calculus-help.com/storage/images/limits.gif?__SQUARESPACE_CACHEVERSION=1268598502774

SOLUTIONS Require that students provide step-by-step

solutions. Ask students to redo mathematics problems

during classroom sessions. Continuously refer to these resources to ensure

that students are using them appropriately. Teachers and instructors should not allow

internet-based software and tools and video micro-lectures to replace classroom instruction.

http://images04.olx.ca/ui/3/50/49/47174149_1.jpg

http://blog.wolframalpha.com/data/uploads/2012/09/1-505.png

SUGGESTED RESEARCH

The research for technology-based, internet-based resources and video micro-lectures is growing as both components are continuously introduced in a classroom setting. However, it is suggested that more research be conducted to determine the impact on student learning:

More exploration of how resources such as WA and CAS can benefit student learners and improve classroom instructional strategies.

Additional critique of video micro-lectures in a traditional classroom setting.

CONCLUSION

As the use of advanced digital technologies becomes more prominent in mathematics education it is important to understand not just what students can achieve in assessments through learning with such technologies, and not just how they learn with such technologies, but it is also important to understand how students understand and relate to the technology and how they reflect on their learning in those environments. Such an understanding will help teachers and task designers more effectively scaffold the entire experience of learning for students. (Meagher 2012 p. 15)

REFLECTION

An incredible amount of insight was gained in preparation for this literature review and throughout its compilation. Perhaps one of the greatest challenges was focusing on a single resource that impacts learning outcomes for math students. Technology-based resources used to improve math learning outcomes are far-reaching and focal points for many school districts. However, determining which resources influence the math learning curve the greatest raise the most questions. If I had an opportunity to restructure this review, I would include a component that re-evaluates the existing research with greater depth. This assignment has introduced to a renewed way of thinking about how to apply these resources and my role as a math instructor in ensuring that my students are using them accordingly.

Retrieved from : http://mtilearning.com/wp-content/uploads/2012/01/Reflection1.jpg

REFERENCES1. Bissell, A. N. (2012). Architecture and impact of an open, online, remixable, and multimedia-

rich Algebra I course. Journal Of Asynchronous Learning Networks, 16(5), 49-59. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=85644668&login.asp&site=ehost-live&scope=site

2. Brecht, H., & Ogilby, S. M. (2008). Enabling a Comprehensive Teaching Strategy: Video Lectures. Journal Of Information Technology Education, 7IIP71-IIP86. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=13&hid=125

3. Bringslid, O. (2002). Mathematical e-learning using interactive mathematics on the Web. European Journal Of Engineering Education, 27(3), 249. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=5&hid=125

4. Buteau, C., Marshall, N., Jarvis, D., & Lavicza, Z. (2010). Integrating Computer Algebra Systems in Post-Secondary Mathematics Education: Preliminary Results of a Literature Review. International Journal For Technology In Mathematics Education, 17(2), 57-68. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52424443&login.asp&site=ehost-live&scope=site

5. Burns, M. K., Klingbeil, D. A., & Ysseldyke, J. (2010). The effects of technology-enhanced formative evaluation on student performance on state accountability math tests. Psychology In The Schools, 47(6), 582-591. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=18&hid=125

REFERENCES-CONTINUED6. Dimiceli, V. E., Lang, A. D., & Locke, L. (2010). Teaching calculus with Wolfram

Alpha. International Journal Of Mathematical Education In Science & Technology, 41(8), 1061-1071. doi:10.1080/0020739X.2010.493241

7. Hindin, H. J. (2010). Wolfram Alpha. Mathematics & Computer Education, 44(1), 77-81.

8. Inserra, A., & Short, T. (2012). An Analysis of High School Math, Science, Social

Studies, English, and Foreign Language Teachers' Implementation of One-to-One Computing and Their Pedagogical Practices. Journal Of Educational Technology Systems, 41(2), 145-169. doi:http://dx.doi.org/10.2190/ET.41.2.d

9. Kay, R. (2011). Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance. Interdisciplinary Journal Of E-Learning & Learning Objects, 7125-142. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=a3b53c39-ca81-4be4-9b2a-8f08ff3f8910%40sessionmgr112&vid=6&hid=120

10. Kundart, J. (2012). Khan Academy and "Flipping the Classroom.". Optometric Education, 37(3), 104-106. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=8&hid=125

REFERENCES

11. Meagher, M. (2012). Students' Relationship to Technology and Conceptions of Mathematics

while Learning in a Computer Algebra System Environment. International Journal For Technology In Mathematics Education, 19(1), 3-16. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=f359ac79-eb2e-4b55-b26a-b3d8b4525ef2%40sessionmgr104&vid=15&hid=127

12. Neurath, R. A., & Stephens, L. J. (2006). The effect of using Microsoft Excel in a high

school algebra class. International Journal Of Mathematical Education In Science & Technology, 37(6), 721-726. doi:10.1080/00207390600989251

13. Pierce, R., Ball, L., & Stacey, K. (2009). Is it worth using CAS for symbolic algebra

manipulation in the middle secondary years? Some teacher’s views. International Journal Of Science & Mathematics Education, 7(6), 1149-1172. doi:10.1007/s10763- 009-9160-4

14. Sang M. L., Brescia, W. & Kissinger, D. (2009). Computer Use and Academic Development

in Secondary Schools. Computers In The Schools, 26(3), 224-235. doi:10.1080/07380560903095204

15. Smith, L. (2008). How technology can help save Math Education. Retrieved from http://www.edutopia.org/technology-math-education