Lugalia, Mary, Johnston-Wilder, Sue and Goodall, Janet (2015) Using ICT and dialogic teaching : impact on mathematical resilience and attainment in algebra of a Kenyan school year group. In: EDULEARN15, Barcelona, 6-8 Jul 2015. Published in: EDULEARN15 Proceedings ISBN 9788460682431.

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Abstract

This paper is set in the context of a whole year group learning early secondary algebra using ICT in Kenya. It argues that studies about impact of ICT would benefit from paying explicit attention to the support offered by collaborative interaction of elements (pupils, teachers, language and computers) in lessons, that is, the affective dimension of pupils' mathematical learning.

In this paper, we explore the changes in learning mathematics experienced by students given an extended course using Grid Algebra [1]. Following Luckin et al [2], we explore the use of ICT combined with a fundamental shift in pedagogy, a shift that transforms teaching and learning by focusing on the learning experience. We examine the effect of introducing a technological tool combined with dialogic teaching upon a year group: on pupils’ interest in algebra, their involvement and engagement in mathematical learning, their conceptual understanding and their attainment.

The study employs a mixed-method strategy, and data include: written work, observations, interviews and pupil questionnaires. We examine the impact on a year group, showing ways in which understanding was improved and the experience was positive for the learners. We use the construct of ‘mathematical resilience’ [3], a description of what is required to promote effective learning of mathematics, to analyse why this example of ICT use was so effective. The paper concludes that appropriate use of computer software can have a significant impact on effort and attainment. Additionally, emphasising affective aspects which reinforce ICT use in mathematics instruction can create an enabling environment for active pupil learning.

Item Type:	Conference Item (Paper)
Subjects:	L Education > LB Theory and practice of education
Divisions:	Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH):	Algebra -- Study and teaching, Computer-assisted instruction, Numeracy
Journal or Publication Title:	EDULEARN15 Proceedings
ISBN:	9788460682431
Official Date:	2015
Dates:	Date Event 2015 Completion
Status:	Not Peer Reviewed
Publication Status:	Published
Conference Paper Type:	Paper
Title of Event:	EDULEARN15
Type of Event:	Conference
Location of Event:	Barcelona
Date(s) of Event:	6-8 Jul 2015
Related URLs:	http://iated.org/edulearn//publications

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