1:1 laptops in mathematics classrooms

with some thoughts for head teachers

nordin zuber randwick girls high school nov 2011

two short stories

1 something different for 9M1

Hey ... did you see? Is this real maths?

tutoring session with Paul*, a Year 10 5.3 student

From New Century Year 10 5.3 Nelson Australia

$650 in 2009 $350 in 2011

free

What about tan?

Predict : What do you think will happen?

What the ???

Congruent???

Similar! Thats my theorem now!

role of colleagues and PLN was it real maths? ability to make quick decisions to use technology for lessons bringing the outside world into maths classroom

personal use of GeoGebra effect on the maths conversation and maths exploration focus on the maths, not the technology

amazing resources available

but the teacher still wanted to hold the mouse!

overview
1. 2. 3. 4. Is there something different about mathematics? Working mathematically with one-to-one Learning environments Some thoughts for head teachers

one-to-one

one-to-one
teachers not reliant on access to computer labs students can do things with digital tools extend physical classroom to the online space socioeconomic status no longer limits access

Significantly lower levels of use of the laptops in mathematics classrooms as compared to other subjects.

Teachers, students and parents report time spent using laptops for mathematics at half the rate of other subjects.
Large scale longitudinal studies do not show significant improvement in standardised test scores for mathematics.
Bebell & Kay, 2010. Dawson, Cavanaugh, & Ritzhaupt, 2008. Grimes & Warschauer, 2008. Zucker & McGhee, 2005.

one-to-one refers to access to technology, by definition it says nothing about actual education practices
(Bebell & O'Dwyer, 2010, p. 6).

Why 50% less use of laptops in mathematics classrooms?

1. Is there something different about mathematics?

My conjecture: we have a unique combination of

teacher beliefs

teaching practices

Research background

5 comprehensive secondary schools mixed SES groups 24 mathematics teachers, teaching ~600 students with laptops Mixed method study 60,000 words of interview data + 1,800 questionnaire item responses Data collected mid 2010 Masters project at University of Sydney, supervised by Judy Anderson

A wide variation in the teacher response

Distribution of Adopter Scores
8
7 6

Count

5 4 3 2 1 0 0-5 6-10 11-15 16-20 21-25 26-30 31-35 35+

1 2
3

Non Adopter Cautious Adopter Early Adopter

Adopter Score

Early Adopters (~25%) Students use laptops once a week

Main student use of laptops

Very few mathematics teachers had reliable access to a data projector

Many teachers with skill and confidence challenges

.. but this doesnt explain the 50% lower levels of laptop use.

Maths is something you do on paper

Real maths learning is done with pen-and-paper Learning outcomes are only tangible when seen on paper
Need to show your working out Its hard to write mathematics equations on laptops
Charles Windsor

Teacher belief

Maths is something you do on paper

+
Mathematics teaching practice Primacy of the exercise book

High barrier to using laptops in mathematics classrooms

Laptops arent good for low achieving students

Low achieving students cant cope with complexity

Low achieving students use the laptops for off-task activities

Reduces mathematics outcomes for low achieving students Only 2 contrary views expressed

Teacher belief

Laptops are not suitable for low achieving students

+
Mathematics teaching practice Graded classes High barrier to using laptops in entire mathematics classrooms

Teacher belief

Teacher leads, student follows

+
Mathematics teaching practice Teacher leads, student follows

Narrower view of laptop use

Mathematics Teacher beliefs Maths is done on paper Low achieving students cant use laptops Teacher leads, student follows

Mathematics teaching practices

Primacy of the exercise books Graded classes Teacher leads, student follows Some formidable barriers to laptop use

So what can you do with the laptops? And why would you want to?

one-to-one refers to access to technology, by definition it says nothing about actual education practices
(Bebell & O'Dwyer, 2010, p. 6).

2. Working mathematically with 1:1

students can construct and explore with digital tools:

Prepare students in Stage 4 & 5, so they are ready to use during Stage 6.
GeoGebra is a killer app for teaching calculus concepts

high quality interactive mathematical resources:

National Library of Virtual Manipulatives (NLVM) Google SketchUp

high quality content exposition students can explore in their own time, at their own pace:

hundreds of free videos

subscription service

screencasting : made by teachers and students

high quality guided skill development, with options for teacher set goals + teacher & parent outcome monitoring:

free

subscription service

subscription service

subscription service

traditional drill-and-practice now in digital formats

connect with online computer algebra systems

Laptops tools to support problem solving

Load the Data Analysis add-on for frequency histograms

subscription service

Finding problems

Look for the working mathematically sections

free

free web service no installation required

I can do maths maths is relevant and important maths is fun

Vi Hart

Hans Rosling & Gapminder

How do I find the time? Do students have the skills for this activity? Are students constructing? Concrete sometimes is best done concrete

where do you find this stuff?

Build a professional online network

mathslinks.net

3. learning environments
personal and social competence capability

linking laptops with SRN

studentresponsenetwork.com

The flipped classroom

headset + Jing/Camtasia/Screencast.com

4. Some thoughts for the head teacher

A classroom data projector is essential

Appears to be a pre-requisite for teachers to engage with laptops Limited budget? Hold off the IWB, buy a data projector for every classroom One per room, fixed installation instantly and always available

Engaging with teacher beliefs

An honest appraisal is a prerequisite to understanding and encouraging change.

Mathematics teachers have valid reasons for not using the laptops - they are motivated by concern for the best learning outcomes for their students.
Non-adopters may hold a strong sense of hurt and feelings of being ridiculed or ignored by their technology-enthusiast colleagues.

Bend with the wind

Show how laptops can be integrated into current pen-and-paper practices.

Show ways in which laptops are successfully used with lower achieving students Dont dis the textbook CD. Show how using the new tools can help with building resources and demonstrating ideas Small changes can make a big difference encouraging teachers to try out the technology.

Getting value from Professional Development courses

Ensure the course develops skills to prepare for and deliver specific lessons. The best PD seems to come from maths teachers breaks down barriers.

Teacher should return to school able to demonstrate a lesson or a lesson idea.

Test the lesson in class, then share the experience and skills with colleagues.

Link to Working Mathematically : this isnt mathotainment

closing suggestions

Dont kill yourself this is a not a sprint

7 6

4
Challenge your beliefs

3
Hook into a learning network

2 1
mathslinks.net

references
Bebell, D., & ODwyer, L.M. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1), 5-26. Bebell, D., & Kay, R. (2010). One to one computing: A summary of the quantitative results from the Berkshire wireless learning initiative. Journal of Technology, Learning, and Assessment, 9(2), 6-59.

Cavanagh, M. (2006). Mathematics teachers and working mathematically: Responses to curriculum change, in G. Grootenboer, R. Zevenbergen & M. Chinnappan (Eds.),Identities, Cultures and Learning Spaces (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia) Vol 1, pp. 115-122. Melbourne: MERGA. http://www.merga.net.au/documents/RP102006.pdf Dawson, K., Cavanaugh, C., & Ritzhaupt, A. (2008). Florida's EETT leveraging laptops initiative and its impact on teaching practices. Journal of Research on Technology in Education, 41(2), 143-159.
Dunleavy, M., Dexter, S., & Heinecke, W. (2007). What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 2007(23), 440452.

Goos, M., & Bennison, A. (2007). Technology-enriched teaching of secondary mathematics: Factors influencing innovative practice. In J. Watson & K. Beswick (Eds.), Mathematics: Essential Research, Essential Practice Volume 1, Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (pp.315-324). Wahroonga: MERGA. http://www.merga.net.au/publications/counter.php?pub=pub_conf&id=398

references
Grimes, D., & Warschauer, M. (2008). Learning with laptops: A multi-method case study. Journal of Educational Computing Research, 38(3), 305-332. Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, (71)3, 299-317.

Sullivan, P. (2011). Teaching mathematics using research informed strategies. ACER Report. Retrived October 20 from http://research.acer.edu.au/aer/13/ Weston, M.E., & Bain, A. (2010). The end of techno-critique: The naked truth about 1:1 laptop initiatives and educational change. Journal of Technology, Learning and Assessment, 9(6), 5-25. Retrieved Aug 14, 2011 from http://www.jtla.org.
Zucker, A., & McGhee, R. (2005). A study of one-to-one computer use in mathematics and science instruction at the secondary level in Henrico County public schools. Arlington, VA : SRI International.

resources
www.geogebra.org
GeoGebra v4 now available

mathslinks.net

www.edmodo.com edmodoteacherhub.wikispaces.com

nrich.maths.org

www.ncetm.org.uk

studentresponsenetwork.com

http://www.csiro.au/resources/Maths-by-Email.html http://www.csiro.au/resources/MbE-Activity-Archive.html

http://www.jamestanton.com/

http://www.youtube.com/user/DrJamesTanton

http://www.gapminder.org/

Gapminder Desktop now available