When looking at web-based learning resources for the
mathematics classroom it is hard to go past YouTube channels such as Wootube
and sites such as Khan Academy which provide a huge range of web-based lessons
on a variety of mathematics topics. Why then do we still need to teach at all?
The quote at the top of this blog says “Any teacher who can be replaced by a
computer, deserves to be” (David Thornburg) and I tend to believe that. As teachers we tailor teaching
strategies to our individual classrooms. Every class and school is different
and there is no “one size fits all” approach. This doesn’t mean that we cannot
take advantage of the resources made available to us. In the same way that we’ve
used text books – not by simply reading through them but by picking activities,
sequencing learning and scaffolding students as they work, we can use web-based
learning resources to support our lessons.
One interesting way to do this is to implement a “flipped
classroom”. Just as in an English lesson you might be asked to read a novel
before studying it, the flipped classroom takes advantage of web-based learning
resources and asks students to prepare for lessons by watching web-based videos
at home and attempting problems. By doing this, they can walk into the
classroom with some of the basic knowledge already in place, as well as have
questions to ask and skills ready to implement in the classroom.
A study on a Year 10 classroom (Bhagat, Cheng-Nan, & Chun-Yen, 2016) showed that there were achievement increases for students using a flipped classroom model and that this increase was especially seen in low achieving students. One possible reason for this is that the students were able to rewatch the material multiple times if they wished. Having confidence in ones own ability has been shown to affect test scores in mathematics (Keys, Conley, Duncan, & Domina, 2012) so it is critical that students are able to gain mastery of the content (Furner & Gonzalez-DeHass, 2011)
A study on a Year 10 classroom (Bhagat, Cheng-Nan, & Chun-Yen, 2016) showed that there were achievement increases for students using a flipped classroom model and that this increase was especially seen in low achieving students. One possible reason for this is that the students were able to rewatch the material multiple times if they wished. Having confidence in ones own ability has been shown to affect test scores in mathematics (Keys, Conley, Duncan, & Domina, 2012) so it is critical that students are able to gain mastery of the content (Furner & Gonzalez-DeHass, 2011)
Mathematics learning can sometimes be likened to a house
with shaky foundations (Khan, 2015).
Each stage builds on the stage before but unless the foundations are solid, the
upper stories cannot be built. By allowing students to control their own
learning and revise concepts they may have missed, they are able to ensure
their foundations are set for future learning.
References
Bhagat, K. K., Cheng-Nan, C., & Chun-Yen, C. (2016). The impact
of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology &
Society, 19(3), 134-142.
Furner, J. M., & Gonzalez-DeHass, A. (2011). How do students'
mastery and performance goals relate to math anxiety? Eurasia Journal of Mathematics, Science & Technology Education, 7(4),
227-228.
Keys, T. D., Conley, A. M., Duncan, G. J., & Domina, T. (2012).
The role of goal orientations for adolescent mathematics achievement. Contemporary Educational Psychology, 37(1),
47-54. doi:http://dx.doi.org/10.1016/j.cedpsych.2011.09.002
Khan, S. (2015). Sal Khan: Let's teach for mastery -- not test
scores. [Video File] Retrieved from http://www.ted.com/talks/sal_khan_let_s_teach_for_mastery_not_test_scores
