Melissa Jenkins
972300
Assignment 4: Critical Evaluation of a piece of software and illustration of its use in a class.
1. IDENTIFICATION OF SOFTWARE
Title: Math Rabbit (Deluxe)
Publisher: The Learning Company
System Requirements: CD Rom version of Math Rabbit will run on either Windows or Macintosh. In order for a child to use the program a mouse needs to be installed. the keyboard can be used, but some aspects of the program require mouse only.
2. Value Judgment: I was unable to find out the price of this software. The educational value of this program is good, as the children can develop their skills and move to another level to suit their ability. I would be prepared to spend up to 80 - 90 dollars on this software package.
Ease of use: I found this program fairly easy to use. The directions given were clear and straight forward. It is not a hard program to understand.
The particular math rabbit was the main character and made this game fairly easy to use. To get directions or help, all that is needed is to click on him and he would repeat his last direction. The main screen also made the program easy to follow. To select which game you want to play, click on the circus stall and then on the object or character associated with that game.
It was a simple program to install. An icon appears which needs to be clicked on then the program starts. A child in grade 1 or 2 would have no problems installing the program.
3. Accompanying Documentation: A leaflet is enclosed in the CD case which explains setting up and starting the program on both windows and Macintosh. It also gives instructions on what to do if something may go wrong. It directly points out a possible failure (e.g. music is not playing) and solutions are listed. A larger book/manual is supplied which details the game, gives directions on the stages of the different games, educational benefit of the program, instructions on how to start and quit the program and advice on how to use the menus and the keyboard.
The mathematical problems that the children are required to solve automatically change each time a new game/round is started. Each level of a game differs, level one being the easiest to level four. There are four set games and no new games can be created.
4. Operation of Software:
"The Calliope Counting Game" gives children both auditory and visual feedback while they practice counting and identifying numbers. Through this, children are able to associate the number symbols with their spoken names. Children are very involved with this game, as they are able to make their own tune, or follow instructions from math rabbit to create his tune. Children use the mouse to click on the arrows to move up or down the number ladder and move to the next column. When the tune is complete, children click on done (the right arrow key changes to done when there are no more columns to move to). Children can then listen to their tune as many times as they select or create a new tune.
In "The Tightrope Show", children are given a single digit, the target number, which is displayed on a tower. maths rabbit catches a mathematical problem and the child needs to determine whether the sum does or does not equal the target number. If it does, the child clicks on the elephant, who catches the sum and if it doesn't, the child clicks on the pool where Magic Rabbit will throw the sum. One round continues until the elephant has caught 4 sums. This game assists children with their counting (level one) and mathematical problem solving. It also allows children to discover different ways number problems can be expressed through addition and subtraction.
In "The Sea Lion Show", children practice adding and subtracting one and two digit numbers. Children are able to recognise relationships between numbers and number patterns as the numbers increase and decrease by the same amount. Children are required to select from the balls the correct answer to the sum which math rabbit and seal are displaying. The children select the answer by using the mouse and moving it to and clicking on the correct answer.
"The Balloon Matching Game" has the same concept as the game Memory. In level one, children are required to match the number of objects with the same numeral. In the higher levels, children need to solve a mathematical problem (addition and subtraction, one and two digit numbers) then find the same answer underneath another balloon. Children select their balloon using their mouse and clicking. The balloon pops to reveal a sum or a digit. If a match is made, the squares remain blank. If a match is not made, the balloons reappear with the original problem behind and remains solved. Children test their memory and concentration skills and practice solving mathematical problems, taking into account place value.
Before each game, the child selects which level they wish to play. As they finish each game, they receive a token. These tokens can be collected and spent at the prize shop. This is a good incentive for the children to stick with the program and continue to work through the levels. The more games they play, the more tokens they receive and the more prizes they can buy!
5. Observation: I care for the children whom this program belongs to. Ben is in Grade 1 at Scotch Oakburn Junior School and is competent with computers for his age. When were at the desk, Ben knew exactly what to do. When we got to the games, Ben went to The Balloon Matching Game first and worked at level two. I first thought Ben may have trouble with some of the problems and take a long time to think of the answers, but he worked through the sums quite steadily. I knew Ben would find it tricky to remember which balloons the sums and digit were behind. He found it easier to find matches after I helped him start to match them and then as the number of balloons decreased. Ben really enjoyed collecting the points and when I encouraged him to proceed to a higher level, he refused to. I thought that the Calliope game would appeal to children because of the music, but Ben said it 'was boring' as you you did 'was count'. Overall, Ben was competent with this programme, mainly as he knew what to do.