How does online learning impact on maths

knowledge in my year 2 class?

Intended Outcome
I anticipate children will enjoy using the computer and playing games. I am
hoping I will be able to steer game playing to current maths-knowledge goals,
indicated in the Early Numeracy framework, and that there will be a direct
spin-off with foundation number knowledge being improved.

Background
Although, in the past, I have had maths-game sites saved as bookmarks, they
have not been organized to suit the varying stages of the children and there
has been limited home links. Laptop accessibility has varied from time to
time; hence if the opportunity for playing could be more available from home,
children would have the advantage of greater exposure.
Also, once the web page is set up, and the children become familiar with it, I
would not have to direct or control the choices.

Implementation of the Action Plan

During the February interviews, it became evident that all children had
internet-access at home, although some had better arrangements and
connection than others.

As a way of organizing maths games I registered for a teachers’ wiki space

web page. I then established a front page with enough headings to lead on
into other curriculum areas in the future. The numeracy page had the maths
groups colour coded to match classroom groupings. By clicking on the
appropriate colour, links to the games, with picture clues, made it easy to
access appropriate activities.

A newsletter advertising the site and explaining access procedures was sent
out.

Other reminders were sent as part of the beginning of term newsletters.

Children’s Attitudes
At the start of the year children were interviewed individually. They were
asked, “How do you feel about maths?” To help them articulate, we asked
“What is hard for you?” And “What is easy?”
All children had a positive attitude although one was slightly hesitant.
They were all able to articulate something they found easy and most could
remember something that had been difficult.

During the final term, most attitudes were still positive. Three children said
“It is ok” and one said “not good”. Two of the three who said “O.K.” were
achieving very well and the other two needed extra support at home and were
given explicit goals to work on.

Another part of the interview was asking “How much time do you spend on
the computer at home?” and “Do you play any maths games?” Children of
this age have little concept of time so imaginations ran riot!
Two children indicated playing some type of knowledge maths game, at this
stage.

In term four, children were interviewed again, and 10 children said they had
played the book-marked games. Results from a questionnaire to parents in
term 4 indicated 14 children had some exposure to the games (in varying
amounts).
Literature Review

Research has indicated that online games are enjoyable, engaging and help to prepare
children for the workforce in the 21st century (Sedig, K. (2008) Matthew Mackerith
(1998)).
Futurelab (2005) has made some recommendations for the future of games in education.
One worthy of note, and that ties in to the way games are being used in my project, is
that teachers need to be clear about the exact learning goals they are hoping to achieve
and outcomes need to be made clear to students before playing and evaluated afterwards
so that the necessary links can be made between the game and the lesson and teachers
need to be able to assess the impact the game has.
Evaluation
Most children have made a shift in the development of number knowledge
throughout the year, indicated in the Early Numeracy test results.

I looked at the correlation between the amount of exposure to web number

games and to the shift in knowledge, but results didn’t indicate any definite
pattern.

With so many other variables being part of the shift, it has not been possible
to make any direct links to playing the web games.

The initial setting up time was time consuming.

The outcome of this action research is that, once the web site was set up and
advertised, the management of gaming became easier for the teacher, and
parents became more aware of the potential. The web site can now be used for
a greater range of home/school links in the future.

Ideas to Consider in the Future

My next question is “Who accessed the site directly, and who accessed it
through the Kaikorai ‘spikeatschool’ site, via Room 9’s learning cave?”

Why have a wiki space if Room 9’s learning cave can be book-marked giving
direct access, with possibilities for the same visuals and clear attractive
layout?

My big questions relates to software developers. There are games to support

this knowledge base, but I am interested in Becta's Curriculum Software
initiative, which aims to create games software that can be annexed to support
interthinking where there is both individual accountability and positive
interdependence taking place. Surely there must be room for both levels to
mesh together?

To establish more a definitive outcome from action research on this topic, it

would be necessary to directly target a control group with one aspect of
number knowledge, communicate the target to parents, explain the purpose of
the game, specify a time frame and possibly include other ways the target
could be applied, then test the target and compare results to the non-control
group. I would like to try being more specific with the targeting in the future,
although providing this ‘pot pouri’ has been a good start.
Bibliography
Games and learning; Richard Sandford and Ben Williamson – Published by ‘Futurelab’, U.K., 2005.
(www.futurelab.org.uk)

Action Research: Infusing Math Manipulatives: The key to an Increase in Academic Achievement in the
Mathematics Classroom, Toni S. Battle; Edu.665 (Dr. Shaw) 10.08.07 (Detroit School District)

Sedig, K. (2008). From Play to Thoughtful Learning: A Design Strategy to Engage Children
With Mathematical Representations. Journal of Computers in Mathematics and Science
Teaching. 27 (1), pp. 65-101. Chesapeake, VA: AACE.

Computer and Video Games in the Learning Landscape, Unlimited Learning

(http://centre4.interact.ac.nz/modules/kb/viewentries.php?space_key=812&module_key=57088
&category_key=598)

http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=
13599