Mathematics

Promoting learning in mathematics using ICTs

Ellen Hicks, Memorial University of Newfoundland

Problem

Student engagement is an issue in mathematics classrooms because many students do not like the subject and they find it difficult to learn (Sedig, 2008). In a study of third grade students, Kiger, Herro, and Prunty (2012) observed that math lessons were often structured in a teacher-led lecture-style method, followed by small group and then individual remediation. Sedig (2008) found that students’ negative attitudes towards mathematics were a result of their experiences in the classroom and how the lessons were conducted. A study of students who were considered at-risk in mathematics, argued that classes "offered few opportunities for active, engaging learning or activities that students experienced as being relevant" (Kajander, Zuke, & Walton, 2008, p. 1069). These researchers also reported that disengagement (observed through poor attention spans, completion of assignments, and attendance) was a result of teachers' lack of ability to respond to students' misconceptions and varying ability levels with mathematics. Students in this study reported that they were frustrated with mathematics and could not "see the point of the topics being studied” (p.1059).

Liu (2013) determined that elementary schools are dependent on textbooks for mathematics instruction. Liu identified several problems with existing mathematics textbooks: (a) general presentation of concepts with little consideration for students’ experiences and background (b) written above average reading levels, (c) information and the relationships between concepts are poorly structured. Pareto, Haake, Lindström, Sjödén, & Gulz (2012) concluded that elementary students' understanding of base-ten concepts was also a barrier to achievement and that traditional instruction alone was not sufficient to develop these concepts. Early negative experiences with mathematics instruction will often shape students’ beliefs and feelings about the subject (Sedig, 2008). Furthermore, these beliefs and feelings that students develop about mathematics are correlated to their achievement levels (Anderson, Rogers, Klinger, Ungerleider, Glickman, & Anderson, 2006).

Works cited

Anderson, J.O., Rogers, W., Klinger, D.A., Ungerleider, C., Glickman, V., & Anderson, B. (2006). Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian Student Assessment. Canadian Journal of Education, 29(3), 706-730. doi:10.2307/20054192

Edwards, C., Rule, A., & Boody, R. (2013). Comparison of face-to-face and online mathematics learning of sixth graders. Journal of Computers in Mathematics & Science Teaching, 32(1), 25-47.

Eid, G. K. (2005). An investigation into the effects and factors influencing computer-based online math problem-solving in primary schools. Journal of Educational Technology Systems, 33(3), 223-240. doi:10.2190/J3Q5-BAA5-2L62-AEY3

Hrastinski, S., Edman, A., Andersson, F., Kawnine, T., & Soames, C. (2014). Informal math coaching by instant messaging: Two case studies of how university students coach K-12 students. Interactive Learning Environments, 22(1), 84-96. doi:10.1080/10494820.2011.641682

Jackson, A., Brummel, B., Pollet, C., & Greer, D. (2013). An evaluation of interactive tabletops in elementary mathematics education. Educational Technology Research & Development, 61(2), 311-332. doi:10.1007/s11423-013-9287-4

Kajander, A., Zuke, C., & Walton, G. (2008). Teaching unheard voices: Students at-risk in mathematics. Canadian Journal of Education, 31(4), 1039-1063.

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Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math achievement. Journal of Research on Technology in Education, 45(1), 61-82.

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Liu, Yuliang (2013). A comparative study of integrating multimedia into the third grade math curriculum to improve math learning. Journal of Computers in Mathematics & Science Teaching, 32(3), 321-336.

Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation. Educational Technology Research & Development, 60(5), 723-751. doi:10.1007/s11423-012-9246-5

Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage children with mathematical representations. Journal of Computers in Mathematics & Science Teaching, 27(1), 65-101.