Hi, all. I will be attending for 12thInternational Congress on Mathematical Education (ICME) in Coex, Seoul from July 8 – 15. Last year, I submitted a abstract titled “Learning from technology and learning with technology in a Grade 4’s classroom” to the Topic Study Group 18 (Analysis of uses of technology in the teaching of mathematics. This abstract outlined my technology experience in my P4 form class in 2011 and it was accepted as a short paper presentation.
Here is the first draft of the abstract that I had submitted last year which the reviewer felt that it was rather well-written 😀 )
This paper analysed how a Singapore’s elementary school teacher used technology in a Grade 4’s Mathematics Classroom. The key consideration in choosing the technology tools was ease of availability. With the variety of open-source software and web 2.0 applications, such easily available tools will allow for timely adoption without the need to secure the funding, which may pose as a barrier and cause logistical complications. In this Grade 4’s Mathematics classroom, the students were either learning from technology (technology-as-teacher), or learning with technology (technology-as-partner). In learning from technology, the teacher created a Mathematics Blog (http://iwant2study.org/bcpsinc) using Joomla, an open source content management system. The blog had become the one-stop portal of Educational Mathematics Web Resources for the pupils. The pupils could access the Web resources both at home and in the school mainly for the practice of their Mathematics skills, such as numerical calculations. Unlike the traditional practice on paper, online drill-and-practice offers instant feedback which is likely to improve the retention of Mathematics facts. Other than the resources found on the Web, the teachers created online quizzes in Moodle, (the school’s open-source learning management system). Using Moodle, the teacher created customized feedback, which guided the pupils to examine their common mistakes. When attempting such online quizzes, the pupils were observed to be less likely to give up when they did not get the correct answer; they tried repeatedly. The teacher also created animated PowerPoint to depict the step-by-step process in solving word problems. Such slides were made available to the students and they could review at home. In learning from technology, the teacher used Scratch (http://scratch.mit.edu/), an intuitive programming environment for young children. The pupils used Scratch to investigate the properties of rectangle and squares. In this way, they were using Scratch as a cognitive tool to construct the rectangle and squares. The pupils also used Microsoft PowerPoint to draw their model. In the model method, the students were to represent a mathematical relationship as a word problem by drawing rectangular blocks. When drawing a model on paper, pupils might spend their time drawing rather than focusing on learning and exploring. Hence, they would commit less cognitive resources to construct a correct model. Using the ‘drag & drop’ feature in Microsoft PowerPoint could speed up drawing of models, so that pupils could spend more time on solving mathematical problems. In this way, the Microsoft PowerPoint serves as technology-as-partner in the learning process.
And the review that I received in Feb 2012:
How relevant is the paper to the theme
|1- not relevant|
|5- very relevant|
|5 – high|
How innovative is the approach or solution
|5 – very|
Is the paper well written
|1 – no|
|5 – yes|