The Impact of Internet-Based Mathematics Resources on Learning Outcomes for Math Students

1. Kai Brown EDTC 625 Spring 2013 The Impact of Internet-Based Mathematics Resources on Learning Outcomes for Math Students Photo courtesy of: http://www.edutopia.org/images/graphics/fea_ikid_fasttimes.jpg

2. Developing the 21st century student learner requires that educators embrace teaching practices and use resources that will promote learning. It is a challenge for many educators to accommodate a multitude of needs for student learners. “A curriculum based on a blend of learning methods with more direct forms of instruction is what is now needed to build knowledge, understanding, creativity, and other 21st -century skills. (Inserra, A., & Short, T. 2012 p. 145). Collaborative learning, constructivism, project-based learning, and individualized learning are just a few of the approaches that are being explored in depth to examine what triggers students to develop academically. (Inserra, A., & Short, T. 2012 pp. 147-148). INTRODUCTION

3. “Rapid evolution of the personal computer has expanded society’s vision of computers from devices for programming, to tools for developing students’ skill and motivation in academic areas such as math, science, language arts, and writing.” (Sang 2009 p. 224) Direction of math instruction and technology

4. There has been considerable research interest in the use of advanced digital technologies in the teaching and learning of mathematics. The next step in this evolution has been the development of Computer Algebra Systems (CAS), that is, software which allows the user to perform algebraic manipulations such as factoring, solving equations, multiplying polynomials, taking derivatives, calculating limits etc. (Meagher 2011 p. 3) Computer Algebra Systems (CAS) Retrieved from http://www.math.montana.edu/frankw/ccp/talks/IndianaMAA/casripple.gif

5. Computer Algebra Systems (CAS)--Uses A growing number of mathematical areas use CAS to support instruction Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=f359ac79-eb2e-4b55-b26a-b3d8b4525ef2%40sessionmgr104&vid=15&hid=127

6. Computer Algebra Systems--Visual CAS software can be applied to display 3D plots from multiple dimensions. Retrieved from http://www.mackichan.com/index.html?cas.html~mainFrame

7. “Wolfram Alpha is a free, browser-based web service, developed by Wolfram Research, which dynamically calculates results to natural language queries by applying algorithms to its extensive internal database of facts.” ( Dimicelli et al. 2010 p. 1061) Wolfram alpha Image courtesy of: http://www.wolframalpha.com/images/press/photos/logos/WolframAlphaHeader_Web-small.jpg

8. “Students can use WAas an aid in doing homework, drills, and learning. Teachers can use Alpha to design homework, create tests and lesson plans, and to tutor, and they can even learn some new things.” (Hindin, H. J. 2010 p. 79) Wolfram alpha--Uses Image courtesy of: http://www.wolframalpha.com/images/press/photos/logos/WolframAlphaLogo_Web-med.jpg

9. Wolfram alpha--visual Retrieved from: http://www.wolframalpha.com/input/?i=derivative+of+x%5E4+sin+x&lk=3

10. Video micro-lectures, an Internet-based resource, can support learning and “enable a comprehensive instructional strategy that allows greater depth of coverage, with more classroom time spent on complex material that is interesting to many students and less time spent on basic explanations. (Brecht & Ogilby 2008 p. 72) Additional classroom time and effective external instructional assistance can significantly impact a student’s learning environment. Video micro-lectures:

11. In a study conducted by Brecht and Oglibly (2008) the following was determined: • 68.5 % of the students sampled, indicated that the videos helped to understand course material and prepare for midterm exams. • 72.2% said the videos helped to do homework and prepare for weekly exams. • 63% of the students said that the videos provided tutoring assistance Video micro-lectures: Statistics Retrieved from http://people.eduadda.com/wp-content/uploads/Video-Lecture-459x250.png

12. The Khan Academy is an online, Internet-based library database of over 4000 instructional videos. The videos over practical components that enable viewers to practice subject based material at their own individual pace. Video micro-lectures: Khan Academy Retrieved from http://jingreed.typepad.com/.a/6a00d8341c73fe53ef0148c751c605970c-800wi

13. Closing the gaps- “There is a gap in math skills within this country that is perhaps even more alarming than our students underachievement as compared to other industrialized nations.” (Burns et al. 2010 p. 582) Personalized/Individualized Practice- Individualized or personalized practice can offer students a chance to gain additional exposure to a variety of math concepts. (Smith 2008) Clarify classroom concepts—Video micro-lectures and Internet-based resources and software can provide extended support to students who seek to advance math knowledge or to overcome barriers to comprehending math concepts. Benefits of technology based teaching resources

14. Lack of teacher and instructor support. Minimizes ability to perform math activities and problems manually. Video lectures may contain material that is beyond the scope of the course’s curriculum. Internet-based software may provide methods for arriving at solutions that are complex and in depth. Limitations of technology based teaching resources Retrieved from http://www.calculus-help.com/storage/images/limits.gif?__SQUARESPACE_CACHEVERSION=1268598502774

15. Require that students provide step-by-step solutions. Ask students to redo mathematics problems during classroom sessions. Continuously refer to these resources to ensure that students are using them appropriately. Teachers and instructors should not allow internet-based software and tools and video micro-lectures to replace classroom instruction. solutions http://images04.olx.ca/ui/3/50/49/47174149_1.jpg http://blog.wolframalpha.com/data/uploads/2012/09/1-505.png

16. The research for technology-based, internet-based resources and video micro-lectures is growing as both components are continuously introduced in a classroom setting. However, it is suggested that more research be conducted to determine the impact on student learning: More exploration of how resources such as WA and CAS can benefit student learners and improve classroom instructional strategies. Additional critique of video micro-lectures in a traditional classroom setting. Suggested Research

17. As the use of advanced digital technologies becomes more prominent in mathematics education it is important to understand not just what students can achieve in assessments through learning with such technologies, and not just how they learn with such technologies, but it is also important to understand how students understand and relate to the technology and how they reflect on their learning in those environments. Such an understanding will help teachers and task designers more effectively scaffold the entire experience of learning for students. (Meagher 2012 p. 15) conclusion

18. An incredible amount of insight was gained in preparation for this literature review and throughout its compilation. Perhaps one of the greatest challenges was focusing on a single resource that impacts learning outcomes for math students. Technology-based resources used to improve math learning outcomes are far-reaching and focal points for many school districts. However, determining which resources influence the math learning curve the greatest raise the most questions. If I had an opportunity to restructure this review, I would include a component that re-evaluates the existing research with greater depth. This assignment has introduced to a renewed way of thinking about how to apply these resources and my role as a math instructor in ensuring that my students are using them accordingly. Reflection Retrieved from : http://mtilearning.com/wp-content/uploads/2012/01/Reflection1.jpg

19. 1. Bissell, A. N. (2012). Architecture and impact of an open, online, remixable, and multimedia- rich Algebra I course. Journal Of Asynchronous Learning Networks, 16(5), 49-59. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=85644668&login.asp&site=ehost-live&scope=site 2. Brecht, H., & Ogilby, S. M. (2008). Enabling a Comprehensive Teaching Strategy: Video Lectures. Journal Of Information Technology Education, 7IIP71-IIP86. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=13&hid=125 3. Bringslid, O. (2002). Mathematical e-learning using interactive mathematics on the Web. European Journal Of Engineering Education, 27(3), 249. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=5&hid=125 4. Buteau, C., Marshall, N., Jarvis, D., & Lavicza, Z. (2010). Integrating Computer Algebra Systems in Post-Secondary Mathematics Education: Preliminary Results of a Literature Review. International Journal For Technology In Mathematics Education, 17(2), 57-68. Retrieved from http://ezproxy.umuc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52424443&login.asp&site=ehost-live&scope=site 5. Burns, M. K., Klingbeil, D. A., & Ysseldyke, J. (2010). The effects of technology-enhanced formative evaluation on student performance on state accountability math tests. Psychology In The Schools, 47(6), 582-591. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=18&hid=125 references

20. 6. Dimiceli, V. E., Lang, A. D., & Locke, L. (2010). Teaching calculus with Wolfram Alpha. International Journal Of Mathematical Education In Science & Technology, 41(8), 1061-1071. doi:10.1080/0020739X.2010.493241 7. Hindin, H. J. (2010). Wolfram Alpha. Mathematics & Computer Education, 44(1), 77-81. 8. Inserra, A., & Short, T. (2012). An Analysis of High School Math, Science, Social Studies, English, and Foreign Language Teachers' Implementation of One-to-One Computing and Their Pedagogical Practices. Journal Of Educational Technology Systems, 41(2), 145-169. doi:http://dx.doi.org/10.2190/ET.41.2.d 9. Kay, R. (2011). Exploring the Influence of Context on Attitudes toward Web-Based Learning Tools (WBLTs) and Learning Performance. Interdisciplinary Journal Of E-Learning & Learning Objects, 7125-142. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=a3b53c39-ca81-4be4-9b2a-8f08ff3f8910%40sessionmgr112&vid=6&hid=120 10. Kundart, J. (2012). Khan Academy and "Flipping the Classroom.". Optometric Education, 37(3), 104-106. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=4ff39f69-8c90-440a-a6b1-0d5233ff6951%40sessionmgr104&vid=8&hid=125 References-CONTINUED

21. 11. Meagher, M. (2012). Students' Relationship to Technology and Conceptions of Mathematics while Learning in a Computer Algebra System Environment. International Journal For Technology In Mathematics Education, 19(1), 3-16. Retrieved from http://web.ebscohost.com.ezproxy.umuc.edu/ehost/pdfviewer/pdfviewer?sid=f359ac79-eb2e-4b55-b26a-b3d8b4525ef2%40sessionmgr104&vid=15&hid=127 12. Neurath, R. A., & Stephens, L. J. (2006). The effect of using Microsoft Excel in a high school algebra class. International Journal Of Mathematical Education In Science & Technology, 37(6), 721-726. doi:10.1080/00207390600989251 13. Pierce, R., Ball, L., & Stacey, K. (2009). Is it worth using CAS for symbolic algebra manipulation in the middle secondary years? Some teacher’s views. International Journal Of Science & Mathematics Education, 7(6), 1149-1172. doi:10.1007/s10763- 009-9160-4 14. Sang M. L., Brescia, W. & Kissinger, D. (2009). Computer Use and Academic Development in Secondary Schools. Computers In The Schools, 26(3), 224-235. doi:10.1080/07380560903095204 15. Smith, L. (2008). How technology can help save Math Education. Retrieved from http://www.edutopia.org/technology-math-education references