FUN… The Great Motivator.

Using Web Based Tools to Engage Students

Learning In Mathematics.
by Judy Hawker & Andrew Mitchell
Macandrew Bay School
Intended outcome: We hope that the children’s use of web based interactive
activities will encourage them to be actively engaged in mathematical learning
outside the classroom. Through engagement we believe they will achieve more
successful outcomes. In particular we would like to see an improvement in the
areas of Statistics, Measurement and Geometry.

Background: We feel our major focus has been in teaching Numeracy and this
year we would like to raise achievement in the other math strands. In the past we
have used some interactive activities to raise achievement in basic facts through
class blogs. As this was successful we thought his year we would broaden the
activities to focus specifically on strand maths.

Implementation of Action Plan: At the end of 2008 we as a staff identified a

need to improve children’s strand maths.
We administered an AsTTle test based on Statistics, Measurement and
Geometry strands and the results clearly indicated that there was room for
improvement. We changed our teaching approach to include block teaching and
ongoing strand maths one day per week. We also decided to include strand
Maths in homework activities.
As class blogs were up and running successfully thought this would be a good
way to engage children in school and at home. This would allow children to
access a range of specific mathematical activities that meet the children’s learning
needs in a fun interactive way.
We encouraged children to write up the learning intentions and take digital
evidence to document their learning in many of the learning tasks. They were
encouraged to write about the photos and what they were learning, especially in
the practical tasks associated with the measurement and geometry strands.
Interactive games were also put on the Maths Blog page. Children reflected on
their learning at the end of each topic.
Baseline Data
We administered an AsTTle test on all Year 5&6 students on March 2009

Year 5 Initial Data

Statistics
26% below the expected level Expected beginning
42% at the expected level year levels for Year 5
31% above the expected level level
Below level < 2P
Measurement At level 2P/ 2A
Above > 2A
37% below the expected level
26% at the expected level
37% above the expected level

Geometric Knowledge
22% below expected level
39% at expected level
39%above expected level
Year 6 Initial Data
Statistics
45% below expected level
40% at expected level
15% above expected level
Measurement
30% below the expected level
60% at the expected level
15% above the expected level
Expected beginning
year levels for Year 6
level
Below level < 3B
At level 3B/ 3P
Above > 3P

Geometric Knowledge
80% below the expected level
10% at the expected level
10% above the expected level
Literature Review
Ellison and WU (2008)1 discussed several benefits of using blogs in education.
They suggested that blogs can potentially enhance analytical and critical thinking
skills.
Blogging allows enhanced learning and is a good way to motivate students and
allow for collaboration among learners. The students are no longer passive
learners as online interactive activities challenges and stimulate the students to
improve. Interactive activities are visually and orally stimulating to students.
They can give instant feedback and reward correct answers.
Richarson (2006)2 commented that the blogging process is closer to the way we
learn outside of school, suggesting that it teaches them how to learn for the 21st
century. He suggests blogging synthesises the learning experiences and helps
students understand the relationship and relevance of their learning. Reflecting
on what they are writing allows them to think more critically.
Blogging helps to develop home- school partnerships. It allows parents to know
what their children are learning at school. Research has that “ children who have
positive mathematical experiences outside shown school have a ‘headstart’ in their
numeracy development…” 3
Parents own attitudes towards maths can make home mathematics difficult for
some children. Blogging is a positive and non threatening way for children to
share their learning with their family.
Linking interactive maths websites onto class blogs allows children to directly
access appropriate Maths sites. Marc Prensky suggests there is a relationship
between fun and learning. Interactive games are relaxing and allow the learner to
take things in more easily, they are motivating so children put in the effort.
Interactive games often have a win/ lose outcome. Prensky suggests this “provides
strong emotional and ego gratification implications, which is a big part of the attraction of
the games.”4
Winning and losing gives feedback in a game, and this is where the learning takes
place. The child gets rewarded for mastering or losing and they have to try again
or get help until they can do it. Feedback can be dramatic or amusing. E.g.
Explosions, cheers, tricks, clapping.

Interactive games provide competition. Many children thrive on a challenge and

turn games into competitions. Game designer Eric Goldberg suggests, “The people
that naturally gravitate towards games tend to be competitive.”5
Interactive games can also provide interaction between people from around the
world, so there can be a social aspect to them.
Another aspect of interactive games with children is that they are physically
doing something. Online graphics, oral sounds and fast moving actions keep the
children motivated and on task.

Research suggests that online interactive activities have a powerful role that can
give pleasure, structure, motivation, challenge, feedback and hands on
involvement. All of these characteristics ensure learning in a fun environment.
1. Wang Hong : Exploring Educational Blogs in US Education , US-China Education Review
2008
2. Richardson, W Bolgs, Wikis, Podcasts and other powerful web tools for classrooms. Thousands
Oaks, CA: Corwin Press
3. Merttens, R (1999) Family Numeracy: Issues in Teaching Numeracy in Primary Schools . Open
University Press
4. Prensky, Marc : Digital Game Based Learning, McGraw-Hill 2001
5. Prensky, Marc : Digital Game Based Learning, McGraw-Hill 2001, Chapter 5 - Pg 14
Maths Blog Postings
Blogs,Interactive Games and Home/School
Communication
The children regularly took photos of Maths activities. They took turns at being
photographer, reporter and collating information for the blog postings.
It was great to see the children, parents and grandparents commenting on the work they
were doing . Beside the blog postings were interactive games related to the topic they were
doing. These games were often homework activities for the week. They stayed on the
website after the topic was finished and were useful for maintenance activities.
The advantages of the Maths blog were that it allowed children to access their learning
from home. Parents were able to see what the children were doing at school.
Some disadvantages were that not all children had access to computers and that it was very
slow if they were not on broadband. These children were encouraged to use computers at
school.
Parents comments were positive about the interactive games and some commented that
they really enjoyed playing them with the children. They also appreciated that the children
were doing something education and related to school and that the children were enjoying
it at the same time.
As our blogs are linked to our school website people looking at enrolling at our school had
been able to see what was happening in the classrooms. We also had positive comments
from people attending our school reunion who had looked at the website.
 Interactive Games on Class Blogs
What the Children Say!

The children were generally positive about using the interactive games at home but like
anything if the parents were interested and encouraging, the children used it more often.
Most comments were positive although some complained about the time that the games
took to load if they did not have broadband.
Motivation increased if the teachers did a big drive at school, using the data projector to
show the games or getting a child to teach the game to another child. This needed to be
ongoing. If the blog was referred to frequently and new games and blog postings added the
children were really motivated. It became less popular if student teachers or relievers were
in the class.
Some children felt there were not enough prizes or rewards to be earned! Some children
used the blog for interactive games throughout the year and others more when it was
referred to in home learning sheets.
The interactive games with the catchy tunes were popular with all children.
Results
We tested children on AsTTle in Week 3 Term 4. We based the success of our research
project on the number of children who improved beyond the expected progress within a
year. That is that they improved more that one sub level.

In Statistics at Year 5 level 56 % were above the expected level at the end of the year
compared to 31% at the beginning of the year. There was still a group, 26 % below the
level. They have improved moved a sub level but remain below the expected level.
In Year 6 Statistics results children below the level at the beginning of the year all moved,
some by three or more sub levels. 57% of Year 6 children tested above the expected level
compared to 15% at the beginning of the year. Statistics was difficult show on the class blog
and interactive games were limited. It was important to keep ongoing class teaching in this
area to help consolidate knowledge throughout the year.

In measurement the children above the expected level remained constant but there was a
big shift in children from below the level to at the expected level, 37% at the beginning of
the year to 11% at the end of the year in Year 5. In the Year 6 children 14 shifted more than
three sublevels. The practical measuring activities included measuring the school gardens to
find area, finding perimeters, baking, reading scales and time. The children wrote blog
entries, played interactive games and used measurement vocabulary frequently in the tasks.
It was interesting to note that the children who made the biggest shifts were those who
enjoyed the practical aspects of this strand.
Geometry was the area the children performed poorly at in the baseline testing. Year 5 had
26% below the level, only 5% were below at the end of testing. 37% were above the level at
the beginning of the year, this rose to 73% at end of year testing. In Year 6 children 80%
were below the expected level at the beginning of the year, no children were below the
expected level at the end of the year and 81% were above the expected level. Twenty two
children moved more than three sublevels! In geometry the Year 6 children used websites
on the class blog to investigate 3D shapes. They had to find out about which shapes were
polyhedron and non polyhedron. They also had to investigate platonic solids, prisms, and
pyramids and compare the edges, vertices and faces. The children made 3D shapes and
then applied Eulers theory to calculate the edges, vertices and faces. The children really
enjoyed these activities and some were set for homework. They confidently began using the
terminology when catergorising the shapes. Being able to link websites with so much
relevant information was definitely worthwhile and allowed to children share their learning
with their parents. This was possibly an area where teacher knowledge was not as high and
the websites were informative for us as well. Grids and transformations improved
remarkably and the children really enjoyed the interactive games related to this aspect of
geometry.

Reflections
The results in all areas were very pleasing. We felt that keeping the blog up to date was
definitely worthwhile. The children were using the blog at home and at school so were
looking at the postings whenever they went on the blog. Viewing the posts and playing the
games reinforced the learning they had done at school.

We noted the importance of the need to motivate and encourage the children to use the
blog.
Playing a new game with the class using the data projector often inspired them to go on
and try. At times we encouraged parents or the children, via homework sheets, to leave
comments on the page. It was good to hear feedback from family and friends overseas who
were keeping track of the children’s learning.
From a teachers perspective it has been an interesting journey. Although it takes time,
energy and commitment to source and upload games, and oversee blog entries it has
proven to be very worthwhile. The feedback from children and parents has been positive. It
has allowed us to have relevant sites for the children to use both in the class and at home.
Sharing what the children have been doing at school has definitely improved the
communication and parents have been able to encourage and support their children.
The improvement in the children’s asTTle results and ICT knowledge has been very
encouraging. We feel it has been a valuable exercise for children, teachers and parents.
References:

Eyers, G & Young-Loveridge, J : Homeschool Partnerships In Mathematics

Education. SET Research Information For Teachers. Number 1 2005

Hong, Wang : Exploring Educational Blogs in US Education , US-China Education

Review 2008

Prensky, Marc: Digital Game Based Learning, McGraw-Hill 2001

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