AREA OF NATIONALLY DEVELOPED CURRICULUM

Problem solving solicits numerous skills such as have the ability to construct new simulations and work with more sophisticated mathematical models. This particular program is used for the mode of Problem solving and is used in relation to mathematics number strand, level 2.

Before we use the program for problem solving and mathematics the children should have the ability to use known facts, recognise sums and problems in a number of ways and understand the relationship between subtraction and addition.

LEARNING OBJECTIVES FOR BOTH ON AND OFF THE COMPUTER

• Investigate short cuts for calculation
• Mentally carry out basic mathematics
• Try and solve problems in a varying degrees of difficulty
• Able to examine and build on situations both mathematical
• Have the ability to use and function the program properly, including have the ability to change and stop the program when desired etc
• Understand the different operations
• Understand place value
• learn how to apply mathematics ideas to solve problems
• Foster a positive attitude toward both mathematics and computer function in reletion to problem solving
• Solve abstract and practical problems.
• Have the ability to use a computer micro-electronis device in every day life similar to that of the calculator and it's functions
• Have the ability to recognise both mathematical problems and solve them in a varity of genres In a variety of contexts, such as written problems, numeral problems and have the ability to solve these with a number of devices(mentally, concrete materials, place mats etc.)

  ACTIVITIES

  The best and most effective way to use Mac Ematics is to use it in relation with other activities, in a rotational system in groups of approximatley 6. With the Individual activities the remaining students can, instead of just waiting can spend that time writing in their maths books, either thier results or an evaluattion of what they have learnt.
  
  

  OFF-COMPUTER ACTIVITIES RELATED TO TOPIC!

  This is aimed for a child approximately aged 8 to 10 years. This is a good time to introduce mathematics in a more indepth degree or just to refresh their memory with using double and triple digit numbers. Not only can Mac Ematics be used to improve particular skills they need for Mathematics it can be used in conjunction with other mathematic activities off the computer. You, as the Teacher can set up Learning centres around the classroom, this could incorporate individual based activities and group and paired work such as these activities:

  • Mathematical algorithms set out using various concrete materials (MA, blocks, Dienes blocks.) This particular activity can be used for paired work, recording the sums and answers in their mathematics work book.
  • For an individual based activity and to test a different skill, one person can become the timer and read out of a series of mathematical sums, the rest of the group can, individually answer the questions on the sheet, following the same questions of the Computer-based program, which will both compliment and reinforce this. This activity like all activities can be repeated every day or every second day with new questions this enables the Students to compete against themselves and their previous time rather than other students who may be at different levels. This creates self-confidence within themselves at maths and allows them to feel comfortable when they are about to approach the computer based activities, they won't be overwhelmed by trying to use the computer and complete the maths task set for them.
  • A whole group activity keeping with this theme, can be devised as you go adapting from previously established games and making adaptations to suit theme.
  • Answer a variety of questions in varying forms such as:verbal questions, number questions etc.
  • Also incorporate real world problem-solving verbal questions to give them an understanding of how problem solving and how it can be used in the real worl, this also may act as motivation for the children.
  • As outlined in the Mathematics- a curriculum profile for Australian Schools, Curriculum corporation,1994., The intended outcomes for level two, Applying numbers. "Represents problems involving the four basic operations on whole numbers in a variety of ways using stories, materials, pictures and number sentences.

  • By using different activities such as those with blocks and place mats for all four operations, the children have the ability to visually see the different types of obtaining answers and then develop a further understanding of the inverse relationships between the operations.

    COMPUTER BASED ACTIVITIES RELATED TO PROBLEM SOLVING AND MATHEMATICS.

    Mac Ematics can be adapted, so the basic rules and structure can be adapted by adding off the computer alterations like:

    Using this program every alternately day and trying to beat their own personal score. (Personal Best). This could be done individually and in pairs.

    Having Partners will create a buddy system for those Children feeling less confident in using the Computer and its functions. This way the more confident
    and able child will make and motivate the other student in ways the Teacher can sometimes not achieve.
    

    All these activities are related to mathematics and the model of Problem-Solving mode and all allow Children to examine and focus on mathematics as a part of solving problems. Because it is up to the Individual using the program to process and type in sum/problem, it would be a good idea to use the pair idea, If they trust each other then the other partner can type in the sum and the other partner can answer the questions. This is just another variation for the game, which remember can be set for numerous degrees of hardness and varying types of operations.

    Load and use the functions of the program such as setting up and loading and exiting.
    

    CLASSROOM MANAGEMENT AND EVALUATION STRATEGIES

    The computer should be placed in an appropriate locality in the classroom, such as not the wet area or in the middle of the normal functioning classroom. A place such as in view of the Teacher so that they can keep some sort of control. A place that has previously established rules such as the bookshelf of the Classroom, where it is a quiet and calm area where ground rules such as no eating in this are, no yelling are set up. Although as a Teacher you should already know these rules should be put in more effective and in a less dominating command.

    There should be an adequate medium between natural and artificial light, but be practical the computer should not be placed directly near a window for both security and sun-damage reasons. The window should be somewhere near the computer but should have adequate covering(curtains) so that the sun does not shine directly on the computer causing a reflection and glare to the lighter component of the program which although is colour primarily uses white in some areas, this could cause some problem if the sun does directly shine on it. Because I would use this program in the classroom for approximately 5-10 minutes a day or every two days an ergonomic chair and good keyboard placement, so they will sit properly and won't hurt or strain their neck, this also where good light won't strain their eyes either.
    

    EVALUATION

    Work and learning could be checked through numerous evaluation strategies, but the most common would be to see their math books by where they have recorded their marks/scores from all learning centres, in particular the computer aided learning centre.
    

    Ability to use the game including loading and exiting as well as using a variety of functions as being able to change the level and operation etc. This can be checked individually with a one to one basis. Incorprate verbal answers into this aswell.

    When starting the program click once on start, then the computer will ask you your to enter your name in then press return, the program is then flexible as you as the operator are given the choice of numerous factors that can make the program different, such as choosing the amount of questions you want to be asked and what operation. There is a useful and important function that will be helpful later when you want to evaluate the learning as you can print up the statistics of the gmane just played like the questions answered the percentsge of those answered right etc. However, You cannot print after along period of time, therefore it is suggested that if one wants a copy to print immediatley by clicking on FILE and selecting Print with the mouse.

    The tool bar offers the program different colours for the sums to be written in and voice activation, along with the printing function this game on the whole is worth while, although it can and could be adapted to suit the desired outcomes of the unit.  Click here to return to Education Home Page