Using Online Games To Enhance Junior Maths

How does online learning impact on maths knowledge in my year 2 class? Intended Outcome I anticipate children will enjoy using the computer and playing games. I am hoping I will be able to steer game playing to current maths-knowledge goals, indicated in the Early Numeracy framework, and that there will be a direct spin-off with foundation number knowledge being improved. Background Although, in the past, I have had maths-game sites saved as bookmarks, they have not been organized to suit the varying stages of the children and there has been limited home links. Laptop accessibility has varied from time to time; hence if the opportunity for playing could be more available from home, children would have the advantage of greater exposure. Also, once the web page is set up, and the children become familiar with it, I would not have to direct or control the choices.

Implementation of the Action Plan During the February interviews, it became evident that all children had internet-access at home, although some had better arrangements and connection than others. As a way of organizing maths games I registered for a teachers’ wiki space web page. I then established a front page with enough headings to lead on into other curriculum areas in the future. The numeracy page had the maths groups colour coded to match classroom groupings. By clicking on the appropriate colour, links to the games, with picture clues, made it easy to access appropriate activities. A newsletter advertising the site and explaining access procedures was sent out. Other reminders were sent as part of the beginning of term newsletters.

Children’s Attitudes At the start of the year children were interviewed individually. They were asked, “How do you feel about maths?” To help them articulate, we asked “What is hard for you?” And “What is easy?” All children had a positive attitude although one was slightly hesitant. They were all able to articulate something they found easy and most could remember something that had been difficult. During the final term, most attitudes were still positive. Three children said “It is ok” and one said “not good”. Two of the three who said “O.K.” were achieving very well and the other two needed extra support at home and were given explicit goals to work on. Another part of the interview was asking “How much time do you spend on the computer at home?” and “Do you play any maths games?” Children of this age have little concept of time so imaginations ran riot! Two children indicated playing some type of knowledge maths game, at this stage. In term four, children were interviewed again, and 10 children said they had played the book-marked games. Results from a questionnaire to parents in term 4 indicated 14 children had some exposure to the games (in varying amounts).

Literature Review Research has indicated that online games are enjoyable, engaging and help to prepare children for the workforce in the 21st century (Sedig, K. (2008) Matthew Mackerith (1998)). Futurelab (2005) has made some recommendations for the future of games in education. One worthy of note, and that ties in to the way games are being used in my project, is that teachers need to be clear about the exact learning goals they are hoping to achieve and outcomes need to be made clear to students before playing and evaluated afterwards so that the necessary links can be made between the game and the lesson and teachers need to be able to assess the impact the game has.

Evaluation Most children have made a shift in the development of number knowledge throughout the year, indicated in the Early Numeracy test results. I looked at the correlation between the amount of exposure to web number games and to the shift in knowledge, but results didn’t indicate any definite pattern. With so many other variables being part of the shift, it has not been possible to make any direct links to playing the web games. The initial setting up time was time consuming. The outcome of this action research is that, once the web site was set up and advertised, the management of gaming became easier for the teacher, and parents became more aware of the potential. The web site can now be used for a greater range of home/school links in the future. Ideas to Consider in the Future My next question is “Who accessed the site directly, and who accessed it through the Kaikorai ‘spikeatschool’ site, via Room 9’s learning cave?” Why have a wiki space if Room 9’s learning cave can be book-marked giving direct access, with possibilities for the same visuals and clear attractive layout? My big questions relates to software developers. There are games to support this knowledge base, but I am interested in Becta's Curriculum Software initiative, which aims to create games software that can be annexed to support interthinking where there is both individual accountability and positive interdependence taking place. Surely there must be room for both levels to mesh together? To establish more a definitive outcome from action research on this topic, it would be necessary to directly target a control group with one aspect of number knowledge, communicate the target to parents, explain the purpose of the game, specify a time frame and possibly include other ways the target could be applied, then test the target and compare results to the non-control group. I would like to try being more specific with the targeting in the future, although providing this ‘pot pouri’ has been a good start.

Bibliography Games and learning; Richard Sandford and Ben Williamson – Published by ‘Futurelab’, U.K., 2005. (www.futurelab.org.uk)

Action Research: Infusing Math Manipulatives: The key to an Increase in Academic Achievement in the Mathematics Classroom, Toni S. Battle; Edu.665 (Dr. Shaw) 10.08.07 (Detroit School District)

Sedig, K. (2008). From Play to Thoughtful Learning: A Design Strategy to Engage Children With Mathematical Representations. Journal of Computers in Mathematics and Science Teaching. 27 (1), pp. 65-101. Chesapeake, VA: AACE. Computer and Video Games in the Learning Landscape, Unlimited Learning (http://centre4.interact.ac.nz/modules/kb/viewentries.php?space_key=812&module_key=57088 &category_key=598) http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid= 13599