Following 4 weeks of focusing on Subtraction in Maths considerable gains were made by thiese children in both their ability in perfoming subtraction operations and in their attitudes towards subtraction.
At the beginning of the study, all of the children in the class were given a basic facts subtraction pre-test. The test was a school-wide test that contained 100 subtraction questions. The children were given 5 minutes to complete as much of the test as they could. The general expectation is that by the end of Year 2 the children should be scoring around 20 percent correctly on the test. At the end of the study the children were all re-tested. Significant improvements were seen in all of the target children's scores. The scores are detailed.
Child 1 pre-test 3% post-test 22%
Child 2 pre-test 13% post-test 23%
Child 3 pre-test 8% post-test 27%
Child 4 pre-test 0 post-test 20%
Child 5 pre-test 7% post-test 37%
In addition, the following questions were asked of the children:
Do you like subtraction?
Do you think subtraction is easier now than before we started using the computer to help us?
Do you prefer to use the computer to help you learn in Maths?
The following comments were noted:
" The computer make learning it fun"
"The computer makes take-aways fun"
"The computer makes take-aways cool"
"It is easier now because I have been practising on the computer"
"When I learned subtraction, I learned it on that soccer game. It is easier on my hands now"
"It is easier now than before, I like it more now than before"
"Taking-away is easier than adding now"
All children commented that they prefer to use the computer to help them learn maths.
Sunday, July 22, 2007
Conclusions
Before we started our research project we gave the children a school wide subtraction basic facts test. This involved them answering as many subtraction questions as possible in 5 minutes. The expectation is that the children will be able to score 20% by the end of year 2. Before our work with the subtraction games the targeted children achieved very low scores. These scores then improved when we tested them again. Every child in the two groups that I targeted improved although some improved more than others.
Below are the results from the test. The first number next to each child's initial is the score that they had before the work on subtraction games, the next number is the score that they achieved after the subtraction work:
A: 5%-10%
B: 2%-4 %
C: 8%-13 %
D: 1%-5 %
E: 6%-8 %
F: 12%-25%
G: 6%-17 %
H: 15%-37%
At the end of week 4 I had a discussion with the children in the two groups about the work that we had done on the computer. Two children said that they still didn't like subraction but the other childen said that they like it now. The children decided as a group that subtraction is "sometimes easy and sometimes hard." When I asked them if they felt that the computer had helped them four children said that it had helped "a bit" and four children said that it had helped "a lot."
Below are the results from the test. The first number next to each child's initial is the score that they had before the work on subtraction games, the next number is the score that they achieved after the subtraction work:
A: 5%-10%
B: 2%-4 %
C: 8%-13 %
D: 1%-5 %
E: 6%-8 %
F: 12%-25%
G: 6%-17 %
H: 15%-37%
At the end of week 4 I had a discussion with the children in the two groups about the work that we had done on the computer. Two children said that they still didn't like subraction but the other childen said that they like it now. The children decided as a group that subtraction is "sometimes easy and sometimes hard." When I asked them if they felt that the computer had helped them four children said that it had helped "a bit" and four children said that it had helped "a lot."
Week 2 and 3
The second and third week involved reviewing what had been taught previously in teacher led sessions and teaching the focus children using tens frames (for patterning to ten, 10 - 1, 10 - 2 etc.), finger patterns and subtraction flash cards. The children also continued to solve increasingly difficult subtraction problems using various counters to help them.
During the second week the children were introduced to Butterfly subtraction on the Rainforest Maths site and the Owl subtraction learning object. The children enjoyed the different learning objects however expressed their preference of the Soccer subtraction learning object as it was more exciting.
Again, the computers were set up in the morning prior to school starting and during the morning other children had used them for other purposes so once the Maths session started there was a 5 minute period where the computers had to be set up again for the children to use the learning objects. As the class has only two computers available for this form of activity the 5 target children had to share them. Luckily however, throughout this period I had a student teacher on full control and therefore I was able to teach this group of children daily and could spend the time that would normally be an independent activity with them.
At the end of the third week two of the five children were beginning to image subtraction in their head up to a sum of ten as opposed to counting with materials. One of the children had begun to answer basic facts very confidently and quickly. All of the children are now showing more confidence solving subtraction problems and their attitudes towards subtraction had improved considerably. The children often cheer when it is time to move onto the computer following instruction.
On the Friday of week 3 the children had a session in the computer suite. I introduced the children to the Karate learning object and as it was a more difficult site spent time teaching the children how to use it depending on their ability level with subtraction. This site turned out to be a favourite for the more able children in the following weeks. In the classroom the children often chose to visit this site for enjoyment and as a result, subtraction activities were being practised far more often than had been planned.
During the second week the children were introduced to Butterfly subtraction on the Rainforest Maths site and the Owl subtraction learning object. The children enjoyed the different learning objects however expressed their preference of the Soccer subtraction learning object as it was more exciting.
Again, the computers were set up in the morning prior to school starting and during the morning other children had used them for other purposes so once the Maths session started there was a 5 minute period where the computers had to be set up again for the children to use the learning objects. As the class has only two computers available for this form of activity the 5 target children had to share them. Luckily however, throughout this period I had a student teacher on full control and therefore I was able to teach this group of children daily and could spend the time that would normally be an independent activity with them.
At the end of the third week two of the five children were beginning to image subtraction in their head up to a sum of ten as opposed to counting with materials. One of the children had begun to answer basic facts very confidently and quickly. All of the children are now showing more confidence solving subtraction problems and their attitudes towards subtraction had improved considerably. The children often cheer when it is time to move onto the computer following instruction.
On the Friday of week 3 the children had a session in the computer suite. I introduced the children to the Karate learning object and as it was a more difficult site spent time teaching the children how to use it depending on their ability level with subtraction. This site turned out to be a favourite for the more able children in the following weeks. In the classroom the children often chose to visit this site for enjoyment and as a result, subtraction activities were being practised far more often than had been planned.
Week 2 and 3
By week 2 and 3 the children in my two target groups had been introduced to all of the subtraction games that we had put on the intranet. Most of the rest of the class were also familiar with them as they all played them in the computer suite on Mondays. These computer sessions were enjoyed by all and I heard lots of "subtraction talk" going on. All children were able to follow the steps that I had written on the board in the computer suite and next to the computer in the classroom.
Week2
By Tuesday apart from student B my circle group were beginning to image when subtracting. I moved student B to my square group and focused on using materials to subtract up to 5 with this group as well as the subtraction games on the intranet. Throughout the week both of my targeted groups had the opportunity to use the subraction games during maths sessions either with me or as a group. It was frustrating that there was only my laptop and one class computer to use.
Week3
This week I continued to work on subtracting to 5 with my square group and worked on beginning to image to 10 with my circle group. By the end of the week both groups had improved greatly. They continued to play on the subtraction games either with me or as a group. By the end of this week all of square group were able to solve subtraction problems to 10 by using materials and were able to image to 5. All of circle group apart from student C were able to image to 10 to solve subtraction problems.
Week2
By Tuesday apart from student B my circle group were beginning to image when subtracting. I moved student B to my square group and focused on using materials to subtract up to 5 with this group as well as the subtraction games on the intranet. Throughout the week both of my targeted groups had the opportunity to use the subraction games during maths sessions either with me or as a group. It was frustrating that there was only my laptop and one class computer to use.
Week3
This week I continued to work on subtracting to 5 with my square group and worked on beginning to image to 10 with my circle group. By the end of the week both groups had improved greatly. They continued to play on the subtraction games either with me or as a group. By the end of this week all of square group were able to solve subtraction problems to 10 by using materials and were able to image to 5. All of circle group apart from student C were able to image to 10 to solve subtraction problems.
Tuesday, July 17, 2007
Week One
After initially identifying 5 children that were struggling with the concept of subtraction during Maths sessions. I decided to form them into a group that I would target teach the necessary skills to subtract and use learning objects relating specifically to subtraction to support this.
The first lessons involved teaching subtaction on one hand up to a sum of 5 and this was followed or extended with subtraction with counters up to a sum of 10.
Throughout the first week, the chidren were introduced to subtraction soccer. They played the learning object following a teacher led teaching session. The group were easily able to understand the rules of the activity and enjoyed the game once they were able to control the players using the mouse. The initial difficulty was in sharing the two computers available with the 5 children. Also I had to set the programme up prior to my lesson with the children and during the lesson, other children had selected other games to be playing on. So I had to take the time to reset the programme again.
Taking turns on the computer was OK but was not ideal, the children each took 5 turns before swapping with each other.
The children thoroughly enjoyed this soccer activity.
At the end of the week I collected the following comments from the children...
"Awesome, makes it (subtraction) easy on the computer"
"Helping me by putting more numbers in my head"
"It's good because it shows the answers in pictures"
On the Friday of Week One the whole class had a session in the Computer Suite. I introduced the Subtraction Soccer Learning Object to the class. All children enjoyed the activity and were keen to use it immediately back in the classroom later in the day.
The first lessons involved teaching subtaction on one hand up to a sum of 5 and this was followed or extended with subtraction with counters up to a sum of 10.
Throughout the first week, the chidren were introduced to subtraction soccer. They played the learning object following a teacher led teaching session. The group were easily able to understand the rules of the activity and enjoyed the game once they were able to control the players using the mouse. The initial difficulty was in sharing the two computers available with the 5 children. Also I had to set the programme up prior to my lesson with the children and during the lesson, other children had selected other games to be playing on. So I had to take the time to reset the programme again.
Taking turns on the computer was OK but was not ideal, the children each took 5 turns before swapping with each other.
The children thoroughly enjoyed this soccer activity.
At the end of the week I collected the following comments from the children...
"Awesome, makes it (subtraction) easy on the computer"
"Helping me by putting more numbers in my head"
"It's good because it shows the answers in pictures"
On the Friday of Week One the whole class had a session in the Computer Suite. I introduced the Subtraction Soccer Learning Object to the class. All children enjoyed the activity and were keen to use it immediately back in the classroom later in the day.
Tuesday, July 3, 2007
week1 Friday
We found some games on EPIC when working with Fiona but were unable to put them with our other games on the intranet. We will use them as demonstration games with the data projector.
I was excited to discover a caterpillar game on Kidspiration today. At home I played with it and made up some more games for the children to use with me, they can physically move the items on the screen when they subtract- can't wait to use them with the data projector on Tuesday with my circle and square group.
Throughout the week I have caught children playing subtraction games on the class computer when they have been asked to do other activities such as play on the spelling game. This shows that the children find the subtraction games fun and they are motivating.
I was excited to discover a caterpillar game on Kidspiration today. At home I played with it and made up some more games for the children to use with me, they can physically move the items on the screen when they subtract- can't wait to use them with the data projector on Tuesday with my circle and square group.
Throughout the week I have caught children playing subtraction games on the class computer when they have been asked to do other activities such as play on the spelling game. This shows that the children find the subtraction games fun and they are motivating.
Week1 Thursday
Student A told me that she had been playing on the subtraction games at home via the school intranet. I asked the rest of the class if they had been playing the games at home and two of my targeted children had. They then suggested to the rest of the class that they play the games at home.
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