Undergraduate Research,
Online Learning in an
After-School Setting, and Fun
Mathematics
~ Tying it All Together ~
Presented by:
Jim Olsen & Jessica Denna
Western Illinois University
Outline
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Initial motivation/research and philosophical
basis,
Goals of the After School Math Games
(ASMG) Project,
Research Questions,
ASMG web site demonstration,
Research methodology,
Results - What worked and what didn’t,
Transferability,
Multiple benefits of the project.
Initial Motivation
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Computers exist in math classrooms, but many
are not being used effectively – I’d like to
remedy this situation.
After-school setting presents potential:
Students needing math help,
 Time,
 Computers available.
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– I wanted to bring these together to increase
mathematics understanding.
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(Jessica wanted to do an in-course honors
project!)
Research and Philosophical Basis
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Essential
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Necessary
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Only 53% use available technology for instruction
Desirable in After-School Programs
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NCTM Technology Principle
Access available to 99% of public teachers (NCES)
95% of parents feel their child would benefit
Beneficial
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Increased motivation, achievement, and attitude
Enhanced representation and visualization
Philosophical Basis continued
Top Two Reasons (from the Top Ten List*) for
Using Computers to Help Students Learn
Mathematics are:
Technology can create representations that
are not possible on a chalkboard or paper.
 Students can see change.
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(* Top Ten can be found at:
www.wiu.edu/users/mfjro1/wiu/tea/top10tech.ppt)
Goals of the After School Math
Games Project
1. Create useable online math activities
(math games) for after-school programs.
The activities should be:
a.
b.
c.
d.
Mathematically sound,
Enjoyable & interesting,
Educationally beneficial,
Easy to implement:
 Students can do the activity on their own,
 Little or no advanced instruction required,
 Minimal supervisory expertise needed.
Goals of the After School Math
Games Project continued
2. Make the ASMG Program transferable (to
future semesters, other sites, and other
school districts). The program should:
a. Have no technology cost,
b. Be easy to implement,
c. Have low cost incentives.
Research Questions
For each math activity (“math game”):
1.
2.
3.
4.
5.
Was the activity easy to implement?
Was it completed by the students?
Was it enjoyable?
Was it beneficial?
Should we continue to use it?
(5x10 = 50 research questions)
Research Questions continued
For the ASMG Program as a whole:
1.
2.
3.
4.
5.
Was the program easy to implement?
Was it completed by the students?
Was it enjoyable?
Was it beneficial?
Should the program be continued?
(5 more research questions)
Research Methodology
Who:
Twenty-two 7th and 8th grade after-school students signed
up. Eighteen completed the program.
When:
Seven consecutive Thursdays (Fall 2003):
- One day for advertising and sign-up,
- Five days of Math Games,
- One day of evaluation and pizza.
What:
Students played two math games each Thursday for thirty
minutes (approximately 15 minutes for each game).
Where:
Computer lab at a Junior High School.
Research Methodology continued
Data Sources:
1. Card “Tent” front –
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Made from half of a sheet of card stock–folded
into a tent. The card tent sits on the top of the
computer monitor.
The student’s name goes on the card.
Students earn stars (stickers) for completing the
games–which, in turn, serves as a record of
activities completed.
Research Methodology continued
Data Sources:
2. Card Tent back –
 Inside the folded tent.
 Students write answers to four short
evaluation questions for each math game.
(next slide)
 Students turn in the card to receive a free
pop!
Research Methodology continued
Card Tent back questions:
1. Did you like this math game? ___
2. Why or why not? _____________________
___________________________________
3. Did this game help you better understand
Math? ___
4. What did you learn from this game? ______
___________________________________
Research Methodology continued
Data Sources:
3. Post Survey
 Eleven questions (mostly Yes or No)
asking students if they liked the games
and the program as a whole, and whether
they felt they learned any mathematics.
Research Methodology continued
Data Sources:
4. Researcher (Jessica’s) Field Notes.
5. Notes from other helpers (after-school
program monitors occasionally helped
supervise the Math Games).
ASMG Web Site Demonstration
A typical Thursday afternoon.
http://
www.wiu.edu/users/mfjro1/wiu/stu/ASMG/asmg-launch.htm
Results (individual games)
For each math activity (“math game”):
Next slide:
2. Was it completed by the students?
Second slide:
3. Was it enjoyable?
4. Was it beneficial?
Results (individual games) Summary
Hidden
Picture
Broken
Calculator
Exploring
Graphs
Flipping
Pancakes
Cat &
Mouse
1. Easy Imp?
Y
Y
N1
Y
Y
2. Completed?
Y
Y
Y
Y
Y
3. Enjoy?
Y
Y
Y
Y
Y
4. Beneficial?
Y
Y
Y
N2
Y
5. Continue?
Y
Y
N1
N2
Y
Results (individual games) Summary
continued
Find
Grampy
Pythag.
Proofs
Isometric
Drawing
Balancing
Act
Matching
1. Easy Imp?
Y
Y
N4
Y
Y
2. Completed?
Y
Y
Y
Y
Y
3. Enjoy?
Y
Y
Y
Y
Y
4. Beneficial?
Y
N3
Y
Y
Y
5. Continue?
Y
Y
Y
Y
Y
Results (individual games) continued
Footnotes:
1. Exploring Graphs game: Students were
to find a linear pattern (starting value and
change value). Without advance
instruction, the students needed
considerable help and didn’t seem to
learn much from the game. Our
recommendation is to discontinue this
game.
Results (individual games) continued
Footnotes:
2. Flipping Pancakes game: Spatial
visualization game. Students did not see
the game as beneficial. The game is
rather “low-tech” by today’s standards.
Our recommendation is to discontinue
this game and replace it with a similar
task of higher quality.
Results (individual games) continued
Footnotes:
3. Pythagorean Proofs game: Students
did not see the game as beneficial. While
the game does not give a full
understanding of the Pythagorean
Theorem, it does potentially “plant some
seeds.” Our recommendation is to
continue using this game. (A minor note
is to rewrite the instructions to state the
goal of the game first on the web site.)
Results (individual games) continued
Footnotes:
4. Isometric Drawing Tool game: The game
was rather hard to implement because the
directions were not completely clear. Our
recommendation is to continue using this
game, but to revise the directions to make it
clear where the “front” and “right” sides are on
the isometric drawing. (The students did not
see the game as highly beneficial. This may be
because they do not see spatial visualization
tasks as “math.”)
Results (Overall Program)
Overall Program
1. Easy Imp? Y – We feel the program is transferable.
Y – 18 of 22 who signed up completed the
2. Completed?
program.
Y – Post Survey: 15 of 16 enjoyed the
3. Enjoy?
program.
Y – Post Survey: 11 of 16 saw the program as
4. Beneficial?
beneficial. The researchers saw the benefits.
Y – Replace 2 of the 10 games. Modify the
5. Continue?
instructions on two of the games.
Transferability
Using Quickie Online Activities
General Suggestions for
Integrating Technology into the
Regular Classroom (or AfterSchool Program)
It is assumed that the classroom has at
least two computers, with Internet
connection, in the classroom which the
students can use.
Transferability
General Suggestions
1. Create a pattern that is easy for the
students to adopt.
2. Initial computer preparation prior to
the activity.
3. Necessary handouts available at the
computer.
Transferability
4. Activity self-explanatory.
5. Activity has varying levels of
difficulty.
6. Teacher/Facilitator available to
answer questions.
7. Easy to assess.
Transferability
in the After-School Environment
Specific Suggestions for
Integrating Technology in an
After-School Program
1. Designated technology time.
2. One to two days per week.
3. Encourage full participation.
4. Have a reward system.
Multiple Benefits of the Project
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Undergraduate Research – This is teaching
and learning and collaboration.
With a prospective mathematics teacher.
Research Methodology – Card tents useful.
Use the Internet – interactive Java and
Shockwave applets.
Finding practical ways to integrate
technology and mathematics learning.
Benefit an after-school program.
Benefits to the Undergraduate
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Understanding the Research Process:
beyond the classroom
Collaboration: Professor – student
Publication
Future studies: Masters degree in
Mathematics Education
Florida!
Contact Information
James Olsen, Ph.D.
[email protected]
http://www.wiu.edu/users/mfjro1/wiu/
Western Illinois University
Jessica Denna
[email protected]
Western Illinois University