Experimental teaching of arithmetic by using computers Mária Slavíčková Department of algebra, geometry and didactics of mathematics, Faculty of Mathematics, Physics and Informatics Comenius University in Bratislava Slovak Republic

Introduction Problem of the teaching of the integers on primary school Possible problems with understanding Chosen teaching theory – The Constructivism The way of using chosen theory in development artefact 2

Why the Theory of Constructivism Developing own knowledge Developing net of the knowledge Better understanding, connection to real life Easy understandable definition Creative preparation for lessons 3

The Artifact ICT revolution in Slovakia Suggesting and developing simple constructivist base program in Slovak language Little demonstration of the program 4

Methodology of research Choosing 3 groups for comparing ◦ No artifact ◦ Artifact only for practicing existing knowledge ◦ Artifact – teaching/learning tool Comparing groups ◦ Between the classes (final test) ◦ Inside the classes (pre-test, post-test) 5

Diagram of using artifacts Introduction 1 st groupSchool book Learning and practicing Work sheetsPracticing2 nd groupSchool book Learning and practicing PC roomPracticing3 rd groupSchool book Teaching and practicing PC room Teaching and practicing 6

Final test Focused on ◦ Base arithmetical operation (+, -, *, /) ◦ Context tasks – tasks with understanding 11 exercises ◦ 9 without context ◦ 2 with context 7

Results Comparison classes between each other: ◦ Using F-test criteria for comparing 3 and more groups ◦ Significance of the difference 67,8% ◦ The groups are on the same level 8

Pre-test, Post-test Similar as Final test – task of the same character Pupils were notify about both tests 9

What we expected Pupils should use only pen/pencil and given paper (no techniques) The results in 3 rd group will be much better than in other two one (their knowledge will have better quality) Results in inside classes test will be best in the 3 rd group (their knowledge will be more durable) 10

Results Comparison inside the classes ◦ Using parametrical t-test ◦ Significance differences in the groups:  1 st – 86,9%  2 nd – 29,6%  3 rd – 26,1% ◦ Each group wrote the post-test worst than pre-test ◦ 2 nd and 3 rd group are almost on the same level 11

Important notices about the class which use an artifact Better result in context tasks Increasing the evaluation in mathematic – better marks from the theme Increasing the interest in mathematics Better environment on the lessons 12

Conclusion Program based on the theory of constructivism could help the pupils obtain more durable knowledge It need bigger experiment for finding the results which should be generalized Different countries, different approaches,… 13

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