Valiant Technology

Your Helping Hand

MathAmigo Design Research

Introduction 2

National Numeracy Strategy 2

Integrated Learning Systems 2

Microelectronics Education Program (MEP) 3

Math Teaching and the use of Technology 4

Valiant Technology Unpublished Reports 4

Various BECTa Reports 5

Introduction

All products start with an idea that we can do something unique or do something in a way that improves previous efforts. Products may emerge from a designer’s intuitive soul, but we should not mistakenly think that this is an uniformed guess. Extensive experience of math teaching and use of technology combine to show the design team what to develop and how to develop it.

This document outlines the research used to inform the developers of MathAmigo. Most of it stems from the UK: however, like mathematics, its value is universal.

National Numeracy Strategy

A team of expert math educators, appointed by the DfEE[1], constructed the Numeracy Strategy based on research, which identified best practice throughout the World. In the three years of trials and implementation, math performance has risen significantly nationwide. The Numeracy Strategy shows

The design of MathAmigo software activities and the plans utilize the Strategy’s research.

  1. DfEE (1998) Numeracy Matters:

The preliminary report of the Numeracy Task Force

  1. DfEE: Standard & Effectiveness Units (1998)

The implementations of the National Numeracy Strategy

The final report of the Numeracy Task Force

  1. DfEE: Standard and Effectiveness Units (1999)

The National Numeracy Strategy

Framework for teaching mathematics from Reception to Year 6 (K6)

4.  DfEE (1989) National Curriculum – Mathematics

This document defines the content and mathematic teaching style. This document strongly parallels the NCTM Standards. It draws on the results of the Cockcroft Report.

5.  Cockcroft Committee (1982) Mathematics Counts

This Committee made a comprehensive analysis of mathematical knowledge and teaching styles based heavily on available research.

Integrated Learning Systems

An Integrated Learning System (ILS) is computer-based system, which presents students with mathematical activities. By analyzing the student’s response to questions, the software decides the next question would benefit the student. In some situations, the questions may be of the same type, but either more difficult or easier. In other cases, the question may not be the same type.

IN 1994 NCET[2] started a 4 year research program investigating the use and effectiveness of ILS systems in schools. Criticisms included difficulty in managing the use of the system in a school. The system meant the school needed to organize itself around the technology. Groups of students had to leave the classroom to work with ILS, rather than ILS supporting the math lesson. ILS tries to replace the teacher. Experts considered this inappropriate. For example, you cannot diagnose student’s problems by simply analyzing questions and answers. Some form of interview would need to take place. Another limitation of the system is that the machine can only respond to student needs via the same medium: electronically generated questions. Human teachers could perceive other options – e.g. activities with manipulatives could benefit the student.

MathAmigo provides the positive aspects of an ILS system. However, Valiant considered critiques of these studies by integrating MathAmigo into classroom lessons and subordinating it to the teacher. It acts as assistant and calls the teacher’s attention to problems. It provides her information to help her devise remedial plans.

1.  NCET (1994) Integrated Learning Systems

A report of the pilot evaluations of ILS in the England and Wales.

2.  NCET (1996) Integrated Learning Systems

A report of Phase II of the pilot evaluation of ILS in England and Wales.

3.  BECTA (1998) The UK ILS Evaluations Final Report

Microelectronics Education Program (MEP)

MEP was a forerunner of NCET and BECTA. Its remit was different in that it funded research projects into the use of Information Technology in schools. The following research conducted over a three-year period investigated the use toy versions of MathAmigo in schools. The results positively affirmed use of the technology, but outlined the limitations of the low-tech devices. MathAmigo used this research to accentuate the positive and eliminate the issues encountered with the toys.

  1. MEP (1981) Electronic Learning Aids: Enquiry One

Briggs, B & Meredith, M

Dept of Education, University of Southampton

Case studies of use of Dataman in schools

  1. MEP (1983) Electronic Learning Aids: Enquiry One Supplement

Briggs, B & Meredith, M

Dept of Education, University of Southampton

Comparison of Math Marvel with Dataman

Electronic Learning Aids: Enquiry Two (MEP Case Study 4)

  1. Briggs, B & Meredith, M

Dept of Education, University of Southampton

Case studies of use of ‘Speak & Math’ in schools.

Studies of integration of machine use with general classroom work and development of spin-off activities.

  1. MEP (1983) The Development of a Programmable Hand Held Leaning

(MEP Information Guide 5)

Farley, M & Meredith, M

Dept of Education, University of Southampton

A report defining the requirements of an educational math machine based on experience with Dataman and Math Marvel.

Math Teaching and the use of Technology

  1. Askew, M. et al (2002) Effective Teachers of Numeracy

Kings College London School of Education

Research commissioned by the Teacher Training Agency[3]

The research studied teachers of numerical mathematics in a number of elementary schools with visible records of success in teaching Numeracy. It identified characteristics of teacher approaches in successful schools. MathAmigo is consistent with the ideas embodied in this research.

  1. BECTa (2002) Curriculum Software Initiative: Numeracy

The report highlights the relationships between technology and the National Numeracy Strategy. It concludes that software must add value to the teaching of math by presenting a concept that is difficult to show in other ways or by helping the teacher to manage the teaching or learning process. It states that software needs to target specific learning objectives. MathAmigo meets the requirements outlined in this report.

Valiant Technology Unpublished Reports

  1. Valiant Technology (2002): Report on BECTa Seminar on Opportunities for small software and hand held technology in mathematics education

This report contains research about the use of graphical calculators for grades 7 to 10. It includes overviews from BECTa on the possibilities. Apart from the issue that the calculators are too complicated for elementary schools, the approach developed by the calculator companies is limited to simple activities. Unlike MathAmigo, they do not provide a holistic and practical classroom approach. However, there is sufficient insight to verify many of the basic ideas incorporated in MathAmigo.

  1. Valiant Technology (2000) Report on Math Competition Using MathAmigo

In 2000 the government focused schools in England and Wales on mathematics. This manifested in events outside of normal school work. Valiant organized a National Math Competition. It gave them an opportunity to use the prototype MathAmigo with 600 students. It enabled them to validate interactions of students and machines and students and software.

  1. Valiant Technology (2002) MathAmigo Evaluation Project

Gregory, C.A.

Department of Teaching Studies,

Bradford University

England

This is an interim report by an independent researcher into the classroom use of MathAmigo. This report forms the basis of a larger ongoing study planned for the next 12 months.

  1. Valiant Technology (2003) Comparison of MathAmigo and How People Learn

Dave Catlin, Valiant Technology

How People Learn published by the National Academy Press (USA) is written by the Committee on Developments in the Science of Learning with material from the Committee on Leaning Research and Educational Practice. The book summarises educational research and attempts to create a science of learning. This provisional paper compares the principles embodied in the MathAmigo product with this science.

Various BECTa Reports

The following research reports the impact of ICT[4] on aspects of education. Many of these principles reflect in the design of MathAmigo.

  1. Primary Schools – ICT and
BECTa (2001)
A report to the DFES on BECTa’s analysis of national data from OFSTED and QCA (a 2 year study) relationship between use of ICT and educational standards good ICT resources – better results good use of ICT in subjects – tended to get better results. Results confirmed as study expanded and results subjected to statistical analysis. Good use of ICT in a subject is not essential for good subject teaching, but it makes it more likely.
  1. Curriculum Software: Numeracy

BECTa (2002)

Report about possible relations between ICT and National Numeracy Strategy‘Computer software must be adding value to the teaching of mathematics by presenting a concept that is difficult to show in other ways, or by helping a teacher to manage the teaching & learning process, demonstration tool with whole class teaching tool with group of children small groups/pairs working independently. Details of types of software that would be useful ‘Software must be appropriately and targeted towards specific learning objectives’.

  1. ICT and Reducing Teacher’s Work Loads

BECTa 2004 2nd Edition

  1. Portable ICT Devices in Teaching and Learning

BECTa 2004 2nd Edition

  1. ICT and Motivation

BECTa 2004 2nd Edition

  1. Barriers to the use of ICT in Teaching

BECTa 2004 2nd Edition

  1. Home School Links

BECTa 2004 2nd Edition

  1. Use of ICT in Maths

BECTa 2004 2nd Edition

  1. Handheld Computers (PDAs) in Schools

BECTa, David Perry 2003.

1

[1] DfEE: Department for Education and Employment. This is the government department for education in England and Wales. The DfEE has now been renamed the DfES – the Department for Education and Standards.

[2] NCET: the National Council for Educational Technology is a quango for overseeing the use of Information and Communications Technologies in Schools. BECTA (the British Educational Communications Technology Agency) succeeded NCET.

[3] A quango responsible in England and Wales for training teachers.

[4] ICT – Information and Communications Technology.