1. Using ICT for algebraic expertise
xkcd.com
Christian Bokhove
UoS, School of Education
MaSE meeting
October 18th, 2012
2. • Christian Bokhove
• From 1998-2012 teacher maths, computer
science, head of ICT secondary school NL
• National projects maths+ict at Freudenthal
Instituut, Utrecht University
• PhD, december 2011
www.dudocprogramma.nl
13. Can we study the potential of using
ICT to address skills and insight?
14. In what way can the use of ICT support acquiring,
practicing and assessing relevant mathematical skills
Assessment
- Formative (for) v Summative (of)
- Feedback
(Black & Wiliam, 1998)
ICT tool use Algebraic expertise
- Instrumentation - Basic skills
- Task, technology, theory - Symbol Sense
(Chevallard, 1991) (Arcavi, 1994)
- Teacher, student - Transition sec.
- TPACK ed. To higher ed.
Christian Bokhove
15.
16. Design of the study
Cyclical design:
Phase 1: What software with what characteristics?
Phase 2: Could it work?
Phase 3: In what way could it work?
Phase 4: Does it work and why?
17. Phase 1: software characteristics
Results externally validated instrument.
Eerst formulate what we need, then look for
software.
Selected criteria:
– Storage of student results;
– In-between steps when solving equations;
– Authoring;
– Intuitive user interface;
– 60+ tools tried and evaluated;
23. Phase 4
• 324 students, 9 schools
• Module 6 hours in 6 parts
• Differences in deployment
• Data collection
– Scores pre/post for both skills and symbol sense
– Digital scores and logfiles
– Questionnaires
28. Design principle: crises
John Keats
“Failure is, in a sense, the highway to success”
• Crises of learning (Van Hiele)
• Productive failure (Kapur)
• Impasse (VanLehn)
• Doll, Piaget, VanLehn, ….
42. Predictors No predictors
• Pre-knowledge • Gender
• Relatively more time • ICT knowledge
spent on parts 5 and 6 • More time spent on
• Attitude towards whole module
maths • More time spent at
home or at school
44. Quantitative AND Qualitative
• Complementary
• Qualitative
– Insight processes - Grounded theory
– Why does it work? -
-
Case study
1 to 1 sessions
– What can work? - Smallscale
- Atlas-TI
• Quantitative
– Effectiveness - Multilevel analysis
- Learning analytics
– Does it work? - Datamining techniques
45. Theory AND Practice
• www.algebrametinzicht.nl
• Practice learns from research
– What could work?
– How does it work?
– Validated intervention
• Theory learns from practice
– Observe best practices
Photo’s classroom experiments
47. Questions
• In what way are digital tools best integrated into
classroom practice?
• What characteristics does a digital tool need?
• What does this mean for students and teachers?
• What are the differences between maths with pen-
and-paper and maths with digital tools?
• What do recent developments mean for Maths
education
– Big Data
– Tablets: handwriting recognition
– Khan academy
– Math Wars