Using ICT for algebraic expertise xkcd.com Christian Bokhove UoS, School of Education MaSE meeting October 18th, 2012
• Christian Bokhove• From 1998-2012 teacher maths, computer science, head of ICT secondary school NL• National projects maths+ict at Freudenthal Instituut, Utrecht University• PhD, december 2011 www.dudocprogramma.nl
Can we study the potential of using ICT to address skills and insight?
In what way can the use of ICT support acquiring,practicing and assessing relevant mathematical skills Assessment - Formative (for) v Summative (of) - Feedback (Black & Wiliam, 1998) ICT tool use Algebraic expertise - Instrumentation - Basic skills - Task, technology, theory - Symbol Sense (Chevallard, 1991) (Arcavi, 1994) - Teacher, student - Transition sec. - TPACK ed. To higher ed. Christian Bokhove
Design of the studyCyclical design:Phase 1: What software with what characteristics?Phase 2: Could it work?Phase 3: In what way could it work?Phase 4: Does it work and why?
Phase 1: software characteristicsResults externally validated instrument.Eerst formulate what we need, then look forsoftware.Selected criteria: – Storage of student results; – In-between steps when solving equations; – Authoring; – Intuitive user interface; – 60+ tools tried and evaluated;
Phase 4• 324 students, 9 schools• Module 6 hours in 6 parts• Differences in deployment• Data collection – Scores pre/post for both skills and symbol sense – Digital scores and logfiles – Questionnaires
Predictors No predictors• Pre-knowledge • Gender• Relatively more time • ICT knowledge spent on parts 5 and 6 • More time spent on• Attitude towards whole module maths • More time spent at home or at school
Quantitative AND Qualitative• Complementary• Qualitative – Insight processes - Grounded theory – Why does it work? - - Case study 1 to 1 sessions – What can work? - Smallscale - Atlas-TI• Quantitative – Effectiveness - Multilevel analysis - Learning analytics – Does it work? - Datamining techniques
Theory AND Practice• www.algebrametinzicht.nl• Practice learns from research – What could work? – How does it work? – Validated intervention• Theory learns from practice – Observe best practices Photo’s classroom experiments
Questions• In what way are digital tools best integrated into classroom practice?• What characteristics does a digital tool need?• What does this mean for students and teachers?• What are the differences between maths with pen- and-paper and maths with digital tools?• What do recent developments mean for Maths education – Big Data – Tablets: handwriting recognition – Khan academy – Math Wars