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Integrating the computer and thinking into the primary mathematics classroom
Author
Lee, Choon Muay
Supervisor
Mendoza, Lionel Pereira
Abstract
There is currently an emphasis of using IT in education and the teaching of thinking in many countries. In Singapore, the integration of the computer and thinking into the school curriculum is a major objective of the Ministry of Education. In light of this emphasis, this research aims to investigate if the computer and thinking skills can be integrated effectively into the normal primary mathematics classroom setting.
In this study, the topic of angles was selected as the vehicle. The sample for the study was a middle-ability class of 40 primary four students in a Special Assistance Plan (SAP) school. Students were given a pre-test, the instruction unit was implemented, a post-test was administered and selected students were interviewed. The instructional unit involved the introduction of the graphics organiser as well as the use of LOGO to teach angles. The total duration for the testing and teaching was two weeks. The first semestral mathematics results of the whole primary four cohort were also collected. While the results from the pre-test, post-test and interview served to determine the students' conceptual understanding and thinking ability, the first semestral results helped investigate the effect of the teaching on students' "traditional" performance in terms of academic results as compared to the corresponding cohort in the school. A pilot study was conducted prior to the study.
From the analysis of the first semestral results, it was found that the performance of the intervention class on the topic of angles was on par with that on other topics. This shows that using the same time frame as the other classes, the class has mastered the "traditional content" of angles to the same level as the other topics.
From the analysis of the pre- and post-test results, it was found that students performed better after the intervention. For items assessing students' conceptual understanding of angles, their performance improved in terms of both performance (correct answers) and quality of their explanations. The responses from students also seemed to suggest that the teaching process incorporating both IT and thinking has helped them in their learning process of the concept of angles. For the thinking items, students were able to sequence and rank better in the post-test as compared to the pre-test.
The results of this study have shown that within the normal classroom constraints of time, class size, mandated curriculum content, facilities, etc., angles can be taught using the computer and an approach focusing on thinking such that there is no loss in performance on the "standard" angle objectives as identified in the curriculum, and there is an improvement in the students' understanding of the concept of angles and an improvement in students' thinking skills. Through this study, more insight into sound teaching strategies that revolve around real-life situations was gained. It provides educators with a possible model on how thinking and IT can be infused into the curriculum. This is crucial in helping to contribute towards the success of Singapore's government efforts in the implementation of the key initiatives.
In this study, the topic of angles was selected as the vehicle. The sample for the study was a middle-ability class of 40 primary four students in a Special Assistance Plan (SAP) school. Students were given a pre-test, the instruction unit was implemented, a post-test was administered and selected students were interviewed. The instructional unit involved the introduction of the graphics organiser as well as the use of LOGO to teach angles. The total duration for the testing and teaching was two weeks. The first semestral mathematics results of the whole primary four cohort were also collected. While the results from the pre-test, post-test and interview served to determine the students' conceptual understanding and thinking ability, the first semestral results helped investigate the effect of the teaching on students' "traditional" performance in terms of academic results as compared to the corresponding cohort in the school. A pilot study was conducted prior to the study.
From the analysis of the first semestral results, it was found that the performance of the intervention class on the topic of angles was on par with that on other topics. This shows that using the same time frame as the other classes, the class has mastered the "traditional content" of angles to the same level as the other topics.
From the analysis of the pre- and post-test results, it was found that students performed better after the intervention. For items assessing students' conceptual understanding of angles, their performance improved in terms of both performance (correct answers) and quality of their explanations. The responses from students also seemed to suggest that the teaching process incorporating both IT and thinking has helped them in their learning process of the concept of angles. For the thinking items, students were able to sequence and rank better in the post-test as compared to the pre-test.
The results of this study have shown that within the normal classroom constraints of time, class size, mandated curriculum content, facilities, etc., angles can be taught using the computer and an approach focusing on thinking such that there is no loss in performance on the "standard" angle objectives as identified in the curriculum, and there is an improvement in the students' understanding of the concept of angles and an improvement in students' thinking skills. Through this study, more insight into sound teaching strategies that revolve around real-life situations was gained. It provides educators with a possible model on how thinking and IT can be infused into the curriculum. This is crucial in helping to contribute towards the success of Singapore's government efforts in the implementation of the key initiatives.
Date Issued
2002
Call Number
QA20.C65 Lee
Date Submitted
2002