Abstract:
Senior School Mathematics is often perceived as too dry, too theoretical and too difficult. A Tablet PC, used with an understanding of Cognitive Load Theory can address some of these concerns and lead to better learning outcomes and more positive and optimistic tackling of difficult mathematical concepts (Sweller et al, 1998).
The research has three clear stages:
1. The development of productive pedagogies using a single Tablet PC in slate format, wirelessly connected to an LCD projector and screen. Both teacher and students can control the Tablet PC.
2. Use of both qualitative and quantitative research methods to evaluate the success of the Tablet PC pedagogy.
3. Continued reflection, refinement and development of the pedagogy and extension to other classes.
Associated issues being investigated include gender and student learning style differences.
The participating students, in the initial study group, were from a year 11 Maths C class in an independent school in Queensland. A Design Experiment approach included a term of teaching without the Tablet PC followed by a term of teaching with the Tablet PC. Where possible, other factors were held constant. The same teacher, class group, setting and general teaching methodology were maintained over the duration of the study period.
Student surveys and questionnaires were used to establish differences in students' perceptions about their learning. Where data was available, direct comparisons were made between results on identical test items from previous years.
This is an ongoing research project. Preliminary findings show a high level of enthusiasm and involvement. The use of worked examples and minimising split attention effects allowed for more immediate success in the solution of more difficult problems. The ability to capture a lesson in progress and the inking ability of the Tablet PC were significant positives mentioned by the students (Twining and Evans, 2005). Students soon showed an interest in contributing ideas, simulation software, real world examples and images in addition to the teacher input. An interesting unplanned consequence was a higher degree of student ownership of the teaching/learning process. Future directions for the research will include extension to other Senior School classes and trialling with Middle School Mathematics students. An interesting early modification suggested by the students, would be to add a second portable Tablet PC, student operated, to maximize interactivity in the classroom while maintaining the dynamics of the instructional aspects of the teaching model.
The research has three clear stages:
1. The development of productive pedagogies using a single Tablet PC in slate format, wirelessly connected to an LCD projector and screen. Both teacher and students can control the Tablet PC.
2. Use of both qualitative and quantitative research methods to evaluate the success of the Tablet PC pedagogy.
3. Continued reflection, refinement and development of the pedagogy and extension to other classes.
Associated issues being investigated include gender and student learning style differences.
The participating students, in the initial study group, were from a year 11 Maths C class in an independent school in Queensland. A Design Experiment approach included a term of teaching without the Tablet PC followed by a term of teaching with the Tablet PC. Where possible, other factors were held constant. The same teacher, class group, setting and general teaching methodology were maintained over the duration of the study period.
Student surveys and questionnaires were used to establish differences in students' perceptions about their learning. Where data was available, direct comparisons were made between results on identical test items from previous years.
This is an ongoing research project. Preliminary findings show a high level of enthusiasm and involvement. The use of worked examples and minimising split attention effects allowed for more immediate success in the solution of more difficult problems. The ability to capture a lesson in progress and the inking ability of the Tablet PC were significant positives mentioned by the students (Twining and Evans, 2005). Students soon showed an interest in contributing ideas, simulation software, real world examples and images in addition to the teacher input. An interesting unplanned consequence was a higher degree of student ownership of the teaching/learning process. Future directions for the research will include extension to other Senior School classes and trialling with Middle School Mathematics students. An interesting early modification suggested by the students, would be to add a second portable Tablet PC, student operated, to maximize interactivity in the classroom while maintaining the dynamics of the instructional aspects of the teaching model.