Competition of Multiplication Table - Research Paper Example

Task III – Analysis of the Problem and Literature Review & Task IV – Final Research Report - Design-Based Research on Multiplication Table for Elementary Students - Student’s Name Instructor’s Name Subject / Course Date Detailed Description of the Problem For many years, elementary school teachers have experienced and observed that some elementary students are having difficulty in learning the multiplication table. Each student has their own learning capabilities and strategic way to learn the multiplication table. It could be effective for some students to learn multiplication through memorization while the others may find it easier to acquire the knowledge through systemic reasoning and logical thinking. In order to bridge the gap between learning the multiplication table and problem-solving of multiplication problems, the researcher will develop a multiplication practice game called ‘Competition of Multiplication Table.’ To determine the importance of this program, the researcher will conduct related literature review and perform two personal interviews with selected math teachers. Literature Review Importance of Cognitive learning in the Study of Math Subject Cognitive learning plays an important role in enabling the students to understand the basic concept behind multiplication table. The process of cognitive learning involves the transfer of basic information presented to them to the students’ memory. On the other hand, affective learning usually involves the learners’ emotions. According to Chickering (2006) and Owen-Smith (2004), cognitive learning should go together with affective learning in order to maximize the learning experience of each student. Considering that cognitive-affective learning is important, it is essential that the learning environment should be free from any object(s), material(s) or event(s) that could trigger negative emotions such as anger, depression, anxiety, etc. Gllligan and Bower (1984) emphasises the impact of mood swings over the cognitive learning of the students. A poor learning environment could significantly prevent the students from being able to consciously learn and remember specific information. In general, students are able to recall everything that they have learned in class or experience in life either through our short-term and long-term memory. Atkinson & Shiffrin (1968: 89 - 195) highlights the importance of ‘short-term memory’ or the ‘working memory model’ in relation to several learning activities particularly the mental arithmetic regardless whether it is a simple or complex problem (Hitch, 1978). Research studies have shown that the capacity of ‘working memory’ in each student is one of the major factors that contribute to the students’ individual mathematical performance. (Hoard, Geary, and Hamson, 1999) The Role of Computers in Enhancing the Learning Experience of the Students Computers and other related information communication technology (ICT) such as the multimedia serves as an essential tool in enhancing the cognitive-affective as well as the constructivist learning of the students. In fact, researchers have shown that the use of multimedia in math subjects is proven to be effective in enabling the students to learn and understand the basic math concepts particularly the multiplication table as well as solving related problems or questions. The capability of computers and multimedia to conduct a repetitive computation is basically a part of the constructivist approach to learning. (Alkhalifa, 2005) All this factors are necessary in order to enhance the learning abilities of the students. Using the current computer technology such as the multimedia as an education tool creates a better integrated learning experience among the students. (Karakirik & Durmus, n.d.) Basically, a computer-assisted mathematical problem solving are represented text and objects with a combination of different attractive colours in order to capture the interests and attention of the students. It could also enable the students to enjoy learning the subject matter interactively with other students. (Karakirik & Durmus, n.d.) At the same time, this type of learning tool could easily provide the students a feedback on their performance level. Computer programs are effective learning tool since the students could use it to visualize and manipulate mathematical ideas and concepts that are represented by numbers, pictures, tables, and graphs based on their personal decisions and preferences. (Karakirik & Durmus, n.d.) Based on the study that was conducted by Serpil et al. (2007), visualization approach could positively affect the students’ understanding in math subjects. It could also provide the students the option to save and unsave their work or even retrieve back the file for the purpose of another project. This option allows the mentors or teachers to easily monitor and check the students’ performance on a later date. (Clements, 1989) Discussion of Current Practices The current practice in the study of elementary mathematics subject today is very much motivated by the cognitive learning approach (Chickering, 2006; Owen-Smith, 2004; Leong & Jerred, 2001; Hoard, Geary, & Hamson, 1999; Geary, 1995) and the constructivist learning paradigm (Brown, 2005; Karakirik & Durmus, n.d.). Cognitive learning approach basically involves the study on how the students could learn and remember the information presented to them regardless if it is being stored in the short-term or long-term memory. (Alkhalifa, 2005; Owen-Smith, 2004; Geary, 1995; Gllligan & Bower, 1984) Through social interaction, students could enhance their cognitive learning in related math subjects. On the other hand, constructivism learning approach is basically learning by enabling the students to be able to construct a new meaning or new knowledge on his or her own. (Brown, 2005) This is possible by allowing the students to learn through research activities. In the case of an elementary students who are learning math subject such as the multiplication table, constructivism can be applied by enabling the students ‘to learn by doing.’ It means that the students should personally solve simple multiplication table on his or her own in order to increase their exposure and experience in solving simple to complex multiplication problems. Since the 20th Century, the role and function of the information and communication technology (ICT) in the education system is rapidly growing. Basically, a lot of new information technologies such as the Internet has become crucial in the transformation and delivery of information straight to the hands of the teachers and learners. By allowing the students to be able to move around with the use of technology, teachers would eventually enable the current students to learn on their own after they have acquired their degrees in colleges and universities. With the purpose of enhancing the learning experience of the students, considering the learning benefits the students could attain with the use of multimedia and the Internet, more and more educational institutions and mentors are relying on the use of information technology. Findings from the Consultation with Teacher Mira and Theresa The first interviewee is Mira Sanchez, a teacher at the Abingdon School for five years. As an elementary math teacher, she teaches basic Math subject like addition, subtraction, multiplication table, and subtraction. The second interviewee is Theresa Harris who teaches Mathematics at the Glasgow Academy for the past 8 years. Mira, as a math teacher, uses a laptop when and a projector in class since she noticed that her students tend to focus more on listening when she uses computer as a teaching tool. She suspects that most of her students get attracted with the different colours she uses when presenting the multiplication table. On the other hand, Theresa never used computer equipments in class since the school does not provide them with it. Instead, she makes use of handy flashcards and the blackboard. By showing and explaining the concept of multiplication in the form of examples, the students could easily understand it. Eventually, the students could solve multiplication problems. According to Theresa, encouraging the students to do mental computation is effective in their learning process. After having explained to both teachers the program called ‘Competition of Multiplication Table’, both were asked of their personal opinion as to whether such program could help the students learn the multiplication table easier. Both Mira and Theresa provided a positive feedback. According to Mira, the program is absolutely a good idea due to the fact that it is designed in a simple format which enables the students to use the program easily. Also, she commented that the combination of colours used in the program is attractive enough to capture the attention of the target audience. On the other hand, Theresa believes that her students would also appreciate the program. She commented that incorporating the multiplication type of problems in a game is a very good way of enhancing the learning of the elementary students. Both Mira and Theresa strongly agree to share the ‘Competition of Multiplication Table’ program to their respective class in order to add up to the motivation of their students to learn the basic multiplication table which would enable them to participate in the said computer game. (See Appendix I and II – Consultation with Teacher Mira and Theresa on page 9 and 11) Conclusion According to Wynn (1996) and Geary (1995), the learning attitude and behavior of the students can be both hereditary as well as through experiential factors. Since we could not do anything much with the genetic factors, we need to focus on the modifiable factors such as the learning environments and teaching techniques. In this case, it is possible for the mentors to teach the students an alternative and easy way of learning the multiplication table as well as some strategies in solving multiplication problems through the use of a personal computer and the multimedia as a learning tool. Aiming to bridge the gap between learning the multiplication table and problem-solving of multiplication problems, it is advisable to integrate the use of multimedia in the elementary math subject. As a learning tool, the use of multimedia creates a positive learning experience on the part of the learners since it could promote a cognitive-affective learning and constructivist learning among the elementary math students. The design of the multiplication game program such as the ‘Competition of Multiplication Table’ should be simple, direct to the point, and with proper combination of different objects in different attractive colours. Basically, the appearance of the program is important in attracting the personal interests of the students. The program should also provide an immediate feedback to enable the learners to know what exactly went wrong with his / her previous answer. As part of the cognitive-affective learning approach, the feedbacks and comments provided to the learners should always be positive and motivational. Any negative comments should be avoided since it could de-motivate the learners from using the program. In worst case, the students could also lose their personal interests on the subject matter. The program can be used effective by the teachers inside and outside the classroom. It is possible to enable the students to use the program at home through the use of the Internet and websites. This way, the mentors could easily encourage the students to do the multiplication question exercises anytime in order to get the learners familiarized with the system. *** End *** Appendix I – Consultation with Teacher Mira Interviewer: I would like to have a very short interview with you. Could you please say your name and briefly a little bit about where you work and the students that you teach? Mira: My name is Mira Sanchez. I teach basic Math subject like addition, subtraction, multiplication table, and subtraction at the Abingdon School in the past 5 years. Interviewer: Can you tell us the teaching method you use particularly when teaching the multiplication table to the students? Mira: Teaching them multiplication table is not that easy since the students are not very familiar with the basic concepts behind it. In order to keep it simple, I try to use grids and objects to show them the principle behind the multiplication table. Interviewer: Have you tried using computers in teaching the multiplication in class? Mira: Yes. I use a laptop when I teach and simply connect it with the projector. I believe that the students are more focus on listening when I use the projector. Maybe most of the students get attracted with the different colours I use in the presentation of the multiplication table. Interviewer: Okay. I have personally made a program called ‘Competition of Multiplication Table’. This program is a game designed to encourage the students to participate in the problem solving of multiplication problems. *Explains the whole concept to Mira* I am interested in knowing whether this program could be useful in enhancing the learning of the students. Can you tell me your personal opinion whether this type of program will help the students learn the multiplication table easier? Mira: This is absolutely a good idea. One thing I like about this program is that it is designed in a simple format wherein the students could easily use the program. The combination of colours used is also attractive. Well, if I am given an opportunity to share this to my class, I would definitely take it as a privilege. I am sure that the students would enjoy using this type of program inside the classroom. Interviewer: Thank you for your time Ms. Mira. I really appreciate it. Mira: No problem. Appendix II – Consultation with Teacher Theresa Interviewer: I would like to have a very short interview with you. Could you please say your name and briefly a little bit about where you work and the students that you teach? Theresa: My name is Theresa Harris. I teach Mathematics at the Glasgow Academy in the past 8 years. Interviewer: Can you tell us the teaching method you use particularly when teaching the multiplication table to the students? Theresa: I teach them multiplication table with the use of flashcards and the blackboard. I try to show them the concept of multiplication by giving examples. Let’s say if I have 4 candies a day, how many candies will I have after 4 days? I encourage them to do mental computation by understanding the questions. Interviewer: Have you tried using computers in teaching the multiplication in class? Theresa: No. I do not have any access to computers in school. Perhaps if the school could provide us, then I would use it to make the teaching process much easier. Interviewer: Okay. I have personally made a program called ‘Competition of Multiplication Table’. This program is a game designed to encourage the students to participate in the problem solving of multiplication problems. *Explains the whole concept to Mira* I am interested in knowing whether this program could be useful in enhancing the learning of the students. Can you tell me your personal opinion whether this type of program will help the students learn the multiplication table easier? Theresa: I believe my students would love it. I think that incorporating a game in math subjects like the multiplication table could make the learning of the elementary students much easier. Interviewer: Given the opportunity to share this program to your class, would you do it? Theresa: Of course I will. Interviewer: Thank you for your time Ms. Mira. I really appreciate it. Theresa: You are welcome. Works Cited: Alkhalifa, E. (2005). Effects of the Cognitive Level of Thought on Learning Complex Material. Educational Technology & Society , 8(2):40 - 53. < http://www.ifets.info/journals/8_2/4.pdf > Atkinson, R., & Shiffrin, R. (1968). Human Memory: A Proposed System and Its Control Process. In Spence K.W. and Spence J.T. (Eds.) The Psychology of Learning and Motivation (Vol. 2). London: Academic Press. Brown, T. (2005). 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