Journal of Computers in Mathematics and Science Teaching
Volume 14, Number 4 1995
Developing an Understanding of the Meaning of Line Graphs in Primary Science Investigations,Using Portable Computers and Data Logging Software
Angela E. McFarlane, Yael Friedler, Paul Warwick, and Roland Chaplain 461A Survey of Mathematics Teachers' Attitudes About Calculators: The Impact of PhilosophicalOrientation
M. Jayne Fleener 481
A Long-Term Assessment of an Integrated Microcomputer Component for Preservice SecondaryScience Teachers
Joseph M. Peters, George E. O'Brien, Carol Briscoe, and WillardW. Korth 499
Multiple-Application Medium for the Study of Polygonal Numbers
Sergei Abramovich, Toshiakira Fujii, and James W. Wilson 521
Integrating Technological Assistance in the Standard Curriculum in Order to Improve the SuccessRate on the Math Portion of the Pre-Professional Skills Test (PPST)
John E. Sasser 559
Exploring Common Conceptions About Boys and Electronic Games
JOAN LAWRY,1 RENA UPITIS,3 MARIA KLAWE,1 ANN ANDERSON,2 KORI INKPEN,1MUTINDI NDUNDA,2 DAVID HSU,1 STEVE LEROUX,1 AND KAMRAN SEDIGHIAN1
1 Department of Computer Science University of British Columbia, Vancouver, BC V6T 1Z4, Canada 2 Department of Curriculum Studies University of British Columbia, Vancouver, BC V6T 1Z4, Canada 3 Faculty of Education Queen's University, Kingston, Ontario K7L 3N6, Canada
Electronic games are an integral part of many boys' lives. Basedon observations made over a 2-month period at an electronic gamesexhibit in an interactive science museum in Vancouver, Canada,we examine three commonly held views about boys and electronicgame culture: (a) electronic games and boys' behaviour while playingthem contain elements of aggression, violence, competition, fast-action,and speed; (b) electronic games encourage anti-social, "loner"behaviour; and (c) boys who play electronic games are susceptibleto becoming so devoted to playing the games that they neglectother areas of their lives, such as school, physical activity,and family. Our findings indicate the following: (a) while violentgames are popular, many boys prefer games that challenge themmentally; (b) there appears to be little connectionbetween anti-socialbehavior and electronic game playing; and (c) many boys who playelectronic games have interests also in music, programming, reading,and school. This paper depicts one facet of the first, exploratoryphase of the Electronic Games for Education in Math and Science(E-GEMS) enterprise. E-GEMS is an ongoing research project withthe ultimate goal of increasing the proportion of children whoenjoy learning and using math and science-specifically by engagingchildren's interest in these subjects through the play of electronicgames in the context of existing classroom educational methods.Hence, we also consider some of the implications for educationalelectronic game design in view of our findings about current commercialelectronic games.
ANGELA E. MCFARLANE
IT Unit, Homerton College
Cambridge, CB2 2PH, UK
YAEL FRIEDLER
The School of Education and the Israel Science Teaching Centre
The Hebrew University of Jerusalem, Israel
PAUL WARWICK AND ROLAND CHAPLAIN
Homerton College, Cambridge, UK
Children usually first meet line graphs through exercises in plottingco-ordinates, as part of the late elementary curriculum. Thereis much research evidence which suggests that for many of themtheir understanding of the use of this fundamental symbol systemnever goes any further. The project reported here introduced dynamicline graphs to children as young as eight, using probes and software(data logging) in the context of a science investigation. Theresults suggest that this approach facilitates effective use ofa line graph as a model of the relationship between variables.A comparison of pre- and post-test results show that seven andeight year olds who have been exposed to data logging show anincreased ability to read, interpret and sketch line graphs whencompared to children of the same age who have performed the sameinvestigations using traditional apparatus. Access to the computerbased resources was provided via portable computers with dataloggers and probes. The experience of introducing this new technologyinto the primary classroom is described.
M. JAYNE FLEENER
College of Education University of Oklahoma, Norman, OK 73019, USAThis paper addresses the possible effect of technological diffusionefforts on teachers with fundamentally different beliefs aboutthe use of technology tools for mathematics instruction. Responsesof 94 middle school and secondary mathematics teachers on theAttitude Instrument for Mathematics and Applied Technology (AIM-AT)were analyzed to determine the relationship among personal philosophy,experience, and attitudes about calculator use. Teachers participatingin this study had similar beliefs about the motivational effectsof calculators for mathematics instruction; however, beliefs aboutthe cognitive benefits of calculator use were not as well defined.Differences were found on several items between groups of teacherswho believed calculators should not be used until students achievedconceptual mastery and those who disagreed conceptual masterywas necessary before calculators could be used. Interactions betweenmastery orientation and experience were suggested when analysisof responses on AIM-AT items revealed responses were divided bymastery groups and experience with calculators. Apparently, experiencewith calculators for instructional purposes and beliefs aboutwhether students should have conceptual mastery before calculatorsare used are important for deciding other issues related to calculatoruse. Persons leading reform efforts encouraging the use of technologyto assist teaching and learning of mathematics must consider thefundamental differences in attitudes and beliefs of teachers withcontrasting philosophical perspectives and experience levels inorder to be more effective.
JOSEPH M. PETERS,1 GEORGE E. O'BRIEN,2 CAROL BRISCOE,1 AND WILLARDW. KORT 3
1Department of Curriculum and Foundations University of West Florida, Pensacola, FL 32514, USA 2Elementary Education Department Florida International University, Miami, FL 33199, USA 3Department of Instruction and Learning University of Pittsburgh, Pittsburgh, PA 15260, USAA sequence of undergraduate secondary science teacher preparationcourses featuring a cognitive science framework with an integratedmicrocomputer component was developed at the University of Pittsburgh.This article describes the rationale, procedures, objectives,curriculum, and instructional strategies of a microcomputer component,operational during the last three semesters of a fifth-year program.A longitudinal study that focused on the effect of constructivistinstructional strategies on participants during the microcomputercomponent was also undertaken. One class of preservice teachers(n=17), who completed the microcomputer component as part of amicrocomputer/lab safety course which concentrated on microcomputer-basedlaboratory experiences, were pre-tested, post-tested, and delayedpost-tested for computer literacy and computer anxiety with TheStandardized Test of Computer Literacy and The ComputerAnxiety Index. Non-parametric matched t-tests between thepre- and post-literacy and anxiety are significant. Results fromfollow-up surveys, four years later, indicates an increased usageof microcomputers by 13 of 14 participants who responded to thesurvey. It was concluded that positive effects of the course wererelated to the constructivist instructional strategies and thenature of microcomputer-based lab experiences.
SERGEI ABRAMOVICH
Department of Mathematics Education, University of Georgia
105 Aderhold Hall, Athens, GA 30602-7124, USA
TOSHIAKIRA FUJII
Faculty of Education, University of Yamanashi
4-4-37 Takeda, Kofu, Yamanashi, Japan
JAMES W. WILSON
Department of Mathematics Education, University of Georgia
105 Aderhold Hall, Athens, GA 30602-7124, USA
This paper presents newer software tools-dynamic geometry, a relationgrapher, and a spreadsheet-as an environment for the study ofpolygonal numbers through the use of multirepresentational strategies.The approach is based on developing recursive and closed formulationsof polygonal numbers using computer-generated geometric patterns.The unique capability of computing and graphing software involvedin the learning environment provides numerical and analytic representationsof discrete concepts depending on two integral variables. Thismakes it possible to visualize in different settings polygonalnumbers generalized from special cases both in terms of rank andside. Advanced mathematical visualization allows learners to recognizenon-trivial patterns among polygonal numbers invisible withinany other medium; to make conjectures and then, in turn, to justifythese conjectures by interpreting computer-generated numericalevidence, geometric shapes, and graphs. Even though these maybe elementary conjectures their proof often requires more thanelementary means and in these cases computer applications providedemonstration only. In some cases, however, mathematical visualizationstimulates the development of formal proof.
The elementary theory of numbers should be one of the verybest subjects for early mathematical instruction. It demands verylittle previous knowledge, its subject matter is tangible andfamiliar; the processes of reasoning which it employs are simple,general and few, and it is unique among the mathematical sciencesin its appeal to natural human curiosity.
G.H.Hardy (1929). Bulletin of American Mathematical Society,35, p.818.
JOHN E. SASSER
Mathematics and Applied Sciences Department
University of Cincinnati
Cincinnati, OH 45221, USA
Computer programming exercises were used to enhance the curriculumof second semester mathematics classes for prospective elementaryteachers. The exercises emphasized the math concepts and skillstested by the Pre-professional Skills Test (PPST), a standardizedexamination required for teacher certification in 12 states. Theeffects of the exercises were measured by testing PPST math scoredifferences between the experimental group and a control group,which received only the standard curriculum. The pre-test consistedof a series of questions modeled closely on PPST math questions,while the post-test consisted of the PPST itself. The results,statistically evaluated by the McNemar Test, show that the experimentalgroup demonstrated a significantly higher success rate for themathematics portion of the PPST than the control group (p<.01).Consequently, computer programming exercises are shown to be aneffective tool for improving math skills and performance on themath portion of the PPST.