ECAWA 2008: Digital Tools for the Primary Numeracy Classroom
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The document discusses the use of virtual manipulatives and computer-assisted instruction in primary numeracy classrooms. It notes that instructional outcomes should determine appropriate technologies, not the other way around. Virtual manipulatives are digital representations that can help develop mathematical understanding in similar ways to physical manipulatives. They can also overcome classroom management issues and be accessed from home. The document also provides guidance on effectively integrating computer-assisted instruction and considers how different technologies like interactive whiteboards and web tools can support teaching and learning.
ECAWA 2008: Digital Tools for the Primary Numeracy Classroom
- 1. ECAWA Conference 2008 Digital Tools for the Primary Numeracy Classroom
- 3. “ 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)
- 5. 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)
- 6. 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 stored Free web based resources Accessible from home Mildenhall, P., Swan, P., Northcote, M. & Marshall, L. (2008)
- 14. Discovery learning Making conjectures Mathematical relationships The virtual manipulative supported student learning in three areas:
- 17. The virtual manipulative supported student learning in two areas: Linking symbolic and iconic modes Preventing a common error pattern
- 19. The virtual manipulative supported student learning in two areas: Student to student communication Application of previously learned skills
- 20. Researchers reflections: Combination of visual and symbolic images in a linked format Experimenting & testing hypotheses in a safe environment Motivating and encouraged persistence Free and available 24/7 Models the fluid nature of thinking
- 21. Use them to… As a motivator to tune students in Challenge students to undertake exploration Model use of concrete manipulatives Link concrete & symbolic Where might this fit in MY classroom?
- 22. Virtual Manipulatives Computer Assisted Instruction
- 23. Computer Assisted Instruction What does this mean in the numeracy classroom? Providing practice in basic skills for computational fluency critical evaluation is vital!
- 24. Content Is 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?
- 25. Support Materials Are there teacher/parent support materials accompanying the activity?
- 26. Collaboration Opportunities Are there opportunities/ prompts for students to work together?
- 27. Directions Are the directions clear enough for the students to use the activity without additional instructions?
- 28. Level of Difficulty Can this be adjusted to allow for the needs of different students?
- 29. Distracting Elements Are there distracting elements on the screen? Are there advertisements or other distracting pop up materials?
- 30. 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?
- 31. Type of Feedback What 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?
- 32. Timing Can the timing be adjusted? Is there an untimed version?
- 34. Virtual Manipulatives Computer Assisted Instruction Web 2.0 Tools
- 41. Virtual Manipulatives Computer Assisted Instruction Teacher Tools Web 2.0 Tools
- 42. Interactive Whiteboards: Whole Class Smart – What’s My Rule? Easiteach – Twenty Questions
- 43. Interactive Whiteboards: Small Group Smart: Domino Detective Easiteach: Area
- 44. Interactive Whiteboards: Learning Centre Smart: Pentominoes Easiteach: Bugs Comparative Measuring
- 45. Classroom Computers: Collaborative tools
- 48. Teacher Tools Tracking Learning
- 49. “ 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)
- 50. 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