Presented by: Jim Olsen & Jessica Denna Western Illinois University

1. Undergraduate Research,Online Learning in anAfter-School Setting, and Fun Mathematics~ Tying it All Together ~ Presented by: Jim Olsen & Jessica Denna Western Illinois University

2. Outline • Initial motivation/research and philosophical basis, • Goals of the After School Math Games (ASMG) Project, • Research Questions, • ASMG web site demonstration, • Research methodology, • Results - What worked and what didn’t, • Transferability, • Multiple benefits of the project.

3. Initial Motivation • Computers exist in math classrooms, but many are not being used effectively – I’d like to remedy this situation. • After-school setting presents potential: • Students needing math help, • Time, • Computers available. – I wanted to bring these together to increase mathematics understanding. • (Jessica wanted to do an in-course honors project!)

4. Research and Philosophical Basis • Essential • NCTM Technology Principle • Access available to 99% of public teachers (NCES) • Necessary • Only 53% use available technology for instruction • Desirable in After-School Programs • 95% of parents feel their child would benefit • Beneficial • Increased motivation, achievement, and attitude • Enhanced representation and visualization

5. Philosophical Basis continued Top Two Reasons (from the Top Ten List*) for Using Computers to Help Students Learn Mathematics are: • Technology can create representations that are not possible on a chalkboard or paper. • Students can see change. (* Top Ten can be found at: www.wiu.edu/users/mfjro1/wiu/tea/top10tech.ppt)

6. Goals of the After School Math Games Project • Create useable online math activities (math games) for after-school programs. The activities should be: • Mathematically sound, • Enjoyable & interesting, • Educationally beneficial, • Easy to implement: • Students can do the activity on their own, • Little or no advanced instruction required, • Minimal supervisory expertise needed.

7. Goals of the After School Math Games Project continued • Make the ASMG Program transferable (to future semesters, other sites, and other school districts). The program should: • Have no technology cost, • Be easy to implement, • Have low cost incentives.

8. Research Questions For each math activity (“math game”): 1. Was the activity easy to implement? 2. Was it completed by the students? 3. Was it enjoyable? 4. Was it beneficial? • Should we continue to use it? (5x10 = 50 research questions)

9. Research Questions continued For the ASMG Program as a whole: 1. Was the program easy to implement? 2. Was it completed by the students? 3. Was it enjoyable? 4. Was it beneficial? • Should the program be continued? (5 more research questions)

10. Research Methodology Who: Twenty-two 7th and 8th grade after-school students signed up. Eighteen completed the program. When: Seven consecutive Thursdays (Fall 2003): - One day for advertising and sign-up, - Five days of Math Games, - One day of evaluation and pizza. What: Students played two math games each Thursday for thirty minutes (approximately 15 minutes for each game). Where: Computer lab at a Junior High School.

11. Research Methodology continued Data Sources: • Card “Tent” front – • Made from half of a sheet of card stock–folded into a tent. The card tent sits on the top of the computer monitor. • The student’s name goes on the card. • Students earn stars (stickers) for completing the games–which, in turn, serves as a record of activities completed.

12. Research Methodology continued Data Sources: • Card Tent back – • Inside the folded tent. • Students write answers to four short evaluation questions for each math game. (next slide) • Students turn in the card to receive a free pop!

13. Research Methodology continued Card Tent back questions: • Did you like this math game? ___ • Why or why not? _____________________ ___________________________________ • Did this game help you better understand Math? ___ • What did you learn from this game? ______ ___________________________________

14. Research Methodology continued Data Sources: • Post Survey • Eleven questions (mostly Yes or No) asking students if they liked the games and the program as a whole, and whether they felt they learned any mathematics.

15. Research Methodology continued Data Sources: • Researcher (Jessica’s) Field Notes. • Notes from other helpers (after-school program monitors occasionally helped supervise the Math Games).

16. ASMG Web Site Demonstration A typical Thursday afternoon. http:// www.wiu.edu/users/mfjro1/wiu/stu/ASMG/asmg-launch.htm

17. Results (individual games) For each math activity (“math game”): Next slide: • Was it completed by the students? Second slide: 3. Was it enjoyable? 4. Was it beneficial?

20. Results (individual games) Summary

21. Results (individual games) Summary continued

22. Results (individual games) continued Footnotes: • Exploring Graphs game: Students were to find a linear pattern (starting value and change value). Without advance instruction, the students needed considerable help and didn’t seem to learn much from the game. Our recommendation is to discontinue this game.

23. Results (individual games) continued Footnotes: • Flipping Pancakes game: Spatial visualization game. Students did not see the game as beneficial. The game is rather “low-tech” by today’s standards. Our recommendation is to discontinue this game and replace it with a similar task of higher quality.

24. Results (individual games) continued Footnotes: • Pythagorean Proofs game: Students did not see the game as beneficial. While the game does not give a full understanding of the Pythagorean Theorem, it does potentially “plant some seeds.” Our recommendation is to continue using this game. (A minor note is to rewrite the instructions to state the goal of the game first on the web site.)

25. Results (individual games) continued Footnotes: • Isometric Drawing Tool game: The game was rather hard to implement because the directions were not completely clear. Our recommendation is to continue using this game, but to revise the directions to make it clear where the “front” and “right” sides are on the isometric drawing. (The students did not see the game as highly beneficial. This may be because they do not see spatial visualization tasks as “math.”)

26. Results (Overall Program)

27. TransferabilityUsing Quickie Online Activities General Suggestions for Integrating Technology into the Regular Classroom (or After-School Program) It is assumed that the classroom has at least two computers, with Internet connection, in the classroom which the students can use.

28. Transferability General Suggestions • Create a pattern that is easy for the students to adopt. • Initial computer preparation prior to the activity. • Necessary handouts available at the computer.

29. Transferability • Activity self-explanatory. • Activity has varying levels of difficulty. • Teacher/Facilitator available to answer questions. • Easy to assess.

30. Transferabilityin the After-School Environment Specific Suggestions for Integrating Technology in an After-School Program • Designated technology time. • One to two days per week. • Encourage full participation. • Have a reward system.

31. Multiple Benefits of the Project • Undergraduate Research – This is teaching and learning and collaboration. • With a prospective mathematics teacher. • Research Methodology – Card tents useful. • Use the Internet – interactive Java and Shockwave applets. • Finding practical ways to integrate technology and mathematics learning. • Benefit an after-school program.

32. Benefits to the Undergraduate • Understanding the Research Process: beyond the classroom • Collaboration: Professor – student • Publication • Future studies: Masters degree in Mathematics Education Florida!

33. Contact Information James Olsen, Ph.D. JR-Olsen@wiu.edu http://www.wiu.edu/users/mfjro1/wiu/ Western Illinois University Jessica Denna JM-Denna@wiu.edu Western Illinois University