Digital Resources in Elementary School
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This document discusses the use of didactic materials in teaching mathematics in Portuguese elementary schools. It provides background on the school being studied, which has 514 students in 22 classes. It then discusses the importance of using materials to help students concretize mathematical concepts. The rest of the document analyzes survey results from 53 teachers at the school on their use of different materials, including calculators, computers, and textbooks. It also discusses the role of Portugal's Technological Plan in providing materials like laptops and interactive whiteboards in classrooms.
Digital Resources in Elementary School
- 1. Dilaila Botas, Universidade Aberta/CEMRI/ EB1 Nº2 de Queluz Psst 2014- Personal&Shared Strategies for Teachers in Web 2.0
- 2. Location: Portugal in Europe
- 4. • The population is constituted by 514 students grouped in • 22 classes (schedule from 9h to 17h15) • The school under study is an elementary school located in Queluz. • It is one of the eight schools that, altogether, constitute a group of schools
- 5. In elementary schools how are didactic materials used in the teaching of Mathematics?
- 7. The use of didactic materials in Mathematics lessons is constantly highlighted and recommended as very important to help the concretization of mathematical ideas and concepts There is not much research on didactic materials in the learning process of mathematics, although some take into account the interest of these learning materials. National Curriculum for Basic Education; Portuguese Elementary school Curriculum Mathematics Report (APM,2001)
- 8. Overviews of Mathematics •The way teachers view mathematics can influence their teaching practices. All that the teachers do in the classroom results of what they think about mathematics and how they feel they should (Hyde 1989, Serrazina 1993). Didactic Material: the concept •Curriculum Material,educational resource •Didactic resourse; •Structured materials •Manipulable material •Virtual manipulatives Some examples of didactic materials •Abacus • logic blocks •Cuisenaire rods • computer
- 9. The Importance of materials •They must be used as tools and the students gain more knowledge through their use (Moyer, 2001) The use of materials •Advocated by several mathematics educators such as Declory, Montessorri, Reys. •Referred to in the mathematics curriculum •National Council of Teachers of Mathematics (NCTM 1989, NCTM 1991, NCTM 1995, NCTM 2000) •Curriculum/Nacional Programs( DEB1990, DEB 2001;DEB 2007) The teachers and the materials •The few studies (APM, 1998, Moyer, 2001) show that teachers recognize the importance of using materials. However, this trust does not result in behavior in the classroom. Textbooks •It corresponds to the most widely used medium of instruction (APM / ERI 1998) •Digital book
- 10. What is a manipulative ? geoplan Graphics Vale(2002) movement Graphics draws Technological progress Computers Dynamic Static
- 11. Emergent category of didactic materials – Virtual manipulatives Moyer, Bolyard & Spkiell( 2002) Visual Static Representation: graphics, draws, spreadsheets Visual Dynamic Representation: manipulatives, objects Although both are virtual manipulatives, the visual dynamic representation constitutes the “really” virtual manipulatives because they can be manually manipulated (swipe, rotate ...) and can also be manipulated by computer
- 12. Another definition is presented by Vale (2002) Calculaters Computers Shultz( 1989) Active manipulatives Passive Manipulatives No manipulatives Concrete models that students manipulate (bars cuisineire) Teachers manipulate to demonstrate concepts Models that are no handled manipulated : Record, manual, designed Abaco that are drawn Calculators, computers: can be used of the three forms
- 13. Moyer (2001) “objects designed to represent explicitly and concretely mathematical ideas that are abstract (p.176) Gellert (2004) any object can be used in math class provided it is applied by the teacher with the intention to develop mathematical activities, or as a mediator between the intention of teaching and the results obtained by students Computer calculators, interactive games digital textbooks manipulatives virtual manipulatives
- 14. Quantitative study, beginning with an exploratory study with descriptive characteristics. •Techniques of data collection : List of existing didactic materials in the group of schools in order to know what materials exist in the group making an inventory Exploratory semi-directive interviews to two teachers belonging to the group under study, in order to gather opinions on the use of teaching materials in mathematics classes and get ideas or clues for elucidating the structure of the questionnaire; script organized in five thematic sections. Pre-questionnaire given to five teachers belonging to the group under study, in order to obtain information and assess the final questionnaire.
- 15. Questionnaire Distributed to 53 teachers of the 1st cycle of the group under study, with the aim to obtain information on the use of didactic materials in mathematics classes. Structured in two parts: 1st part consists of 30 items that characterize the population involved in the study 2nd part consists of 117 items grouped around the following dimensions: Definition of didactic materials Overview of Mathematics Role of didactic materials in the class Mathematics didactic materials and the teacher in the class Mathematics didactic materials and the teacher in the school Mathematics school manual in the class
- 16. 0 10 20 30 40 50 60 70 Never+rarely sometimes often + always Materials used by teachers
- 17. •About half of the teachers (51%) use the computer in their mathematics classes while the other half is divided by its degrees of "never or rarely" (28.6%) and "often or always" (20.4 %). •Over half of the teachers says "never or rarely" use the calculator (69.4%) in their mathematics classes. Other findings: •The calculator was not a material found in the school ; •There is 26 computers, 13 around the classroom and another 13 in the media room.
- 18. Technological Plan 2005 “an agenda for change for the Portuguese society that seeks to mobilize businesses, families and institutions so that with the combined effort of all, can be overcome the challenges of modernization that Portugal faces "” http://www.cnel.gov.pt/pt/planotecnolog ico/o-que-e-o-plano/lista.aspx competitiva edge development tecnology innovation knowledge The Technological Plan for Education “is the greatest program of technological modernization of the educational system in Portugal” http://www.pte.gov.pt/pte/PT/OPTE/index.htm
- 19. • “To ensure that teachers have their ICT competencies certified”(Ministério da Educação,2008) Adherence to new opportunities • “To ensure high-speed broadband Internet connection in all Schools”(Ministério da Educação,2008) Internet connection in classroom • “To achieve the ratio of two students per computer with Internet connection”(Ministério da Educação,2008) E-escolas: mass distribution of computers The Technological Plan for Education
- 20. The technological Plan for education at elementary School : E-escolinha “to provide acess to a laptop with learning resources to students of primary school” http://www.pte.gov.pt/pte/PT/Projectos/Projecto/index.htm?proj=72
- 21. Laptop: “Magalhães” And to promote the use of technology in the teaching process, the school was provide Video projectors Interactive whiteboards
- 22. A small trial observation was conducted to understand what kind of issues arises in relation student-student at the presence of laptop "Magalhães" •Note: 3 days •Non-school time •Student-student relationships •Environments: outside the classroom •Observations of 20 minutes period authorized by monitors for students to use technology
- 23. where the observations were made School 1 2 3 5 4 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 88 8 8 8 1,2- ATL 3- Football Field 4,5-School 8 -students 8 -students with laptop
- 24. •The group was composed of all boys •The ages of the children ranged from 6 up to 9 years old Students belonging to various classes of different levels of education (1st to 4th year) •12 students and 4 "Magalhães-PC" •They played the "Pokemon" and "Tiger" games available on the laptop "Magalhães" •Owner pc and two colleagues, one on each side •A playing, the others watched and suggested little tricks or procedures When a lost, went to another pc •When students go to the toilet: landed the laptop and put the game on pause; the group met its momentary output colleague; not shuffled on laptop; awaiting the return of his colleague. •When played felt difficulties in the game, other colleagues helped advising or making his move Some data collected
- 25. The groups were composed of only boys in the groups there was an exchange of experiences and learning Respect for time colleague and kept the laptop without vandalizing All playing the same game Will promotes the formation of groups of one sex? Does the laptop"Magalhães" enables greater complicity between children? Does the excuse of not being able to take the laptop "Magalhães" to school because of thefts, is justified? The integration of laptop promotes uniformity of behavior? To belong to a group, the student is taken to mimic the behavior of colleagues?
- 26. Some conclusions •The computer is a great aid in teaching-learning process because it makes interesting lessons. •The computer can also be an enriching agent in the social life of students: -Enabling the sharing of knowledge; -Respect for others; -Approach through common interests.
- 27. APM, IIE. (1998). Matemática 2001. Diagnóstico e Recomendações para o Ensino e Aprendizagem da Matemática. Lisboa: APM. DEB. (2007).Programa de Matemática do Ensino Básico Lisboa: Ministério da Educação DEB. (2001). Currículo nacional do ensino básico: Competências essenciais. Lisboa: Ministério da Educação DEB. (1998) Organização Curricular e Programas, ensino Básico – 1º ciclo. Mem Martins: Ministério de Educação GELLERT, U. (2004). Didactic Material Confronted with the concept of mathematical literacy. Educational Studies in Mathematics. Nº55. p.p 163-179. MOYER, P.S. ( 2001) Are we having fun yet? How teachers use manipulative to teach mathematics Educational Studies in Mathematics. Nº47 p.p 175-197
- 28. HYDE,A(1989).Staff development:Directions and realities.Em New directions for elementary school mathematics (pp.223-233).Reston, Virgínia:National Council of Theachers of Mathematics MOYER .P; BOLYARD.J; SPIKELL.A(2002) What are virtual manipulatives? Teaching Children .2002 NCTM (1989/1991) Normas para o currículo e avaliação em matemática escolar. Lisboa: APM& IIE NCTM (1991/1994).Normas Profissionais para o Ensino da Matemática. Lisboa: APM&IIE NCTM(1995).Assessment Standarts for School Mthematics.Reston:NCTM NCTM (2000).Princípios e Normas para a Matemática Escolar.Lisboa:APM SERRAZINA, M. L. (1993). Concepções dos professores do 1º Ciclo relativamente à Matemática e práticas de sala de aula. Em Revista Quadrante vol. 2 Nº 1. Lisboa: APM