1. As our team discussed, the multiplication models found on the Natural Math website do not seem to be missing any individual components. What is missing are explicit instructions in how to present or use the models with students. The age of the audience is not clear as some models are appropriate for elementary students and others are more high school level, although the design of the site suggests a younger target audience. There is no sequence of instructions, which is the first issue addressed in principles for teaching a generic skill (Reigeluth, 1999). It would also be better if the multiplication models were arranged in order of the level of complexity. What exists presently on the Natural Math website is an unorganized collection of tactics (Reigeluth, 1999) for teaching multiplication with no authentic sequence or instructions.
2. The closest description of the presentation of this generic skill would be an “unorganized laundry list”. Reigeluth (1999) states the three major components of a generic skill are the procedure, principles, and memorization. The resources available on the Natural Math multiplication models are merely visual aids for teaching a procedure or principle. There is no independent practice for addressing the memorization component.
3. The “About” page on Natural Math cites “the goal of Natural Math is to collect, distribute and create such natural experiences of mathematics” (Droujkova, 2009). Droujkova (2009) defines natural experiences of math as a community of practice, skills essential for life, beauty and fun, learners as creators, and infinite richness and complexity. A study by Deakin University (Bragg, 2007) found that “teachers and curriculum developers should clearly specify learning outcomes related to the games and reinforce their relevance to students.” Students were found to enjoy games that aimed to provide a positive learning experience. Clearly defined learning objectives were suggested to promote a positive attitude towards games as an instructional tool (Bragg, 2007).
4. In general, sites such as Natural Math are more popular than traditional repetitive practice, provided that the site includes activities that are relevant and engaging (Bragg, 2007). McLeod (1992) believes attitudes in education “develop with time and experience and are reasonably stable, so that hardened changes in students’ attitudes may have a long-lasting effect.” Motivation is of particular concern in education today because research links student engagement to student achievement (Bragg, 2007). Achievement itself is no longer enough incentive for students. Since we have been studying various principles of teaching and learning, a common theme emerges. Procedures and principles are the keys to learning (Reigeluth, 1999). A conflict exists when educators fail to teach a procedure or principle that reaches across different content domains. As educational facilitators, I would like to be able to answer questions from teachers about how to make various literacy skills address the components of generic skills found in Module 7 (Reigeluth, 1999).
Bragg, L. (2007). Students’ conflicting attitudes towards games as a vehicle for learning mathematics: a methodological dilemma. Mathematics Education Research Journal, 19(1), 29-44. Retrieved from http://www.merga.net.au/documents/MERJ_19_1_Bragg.pdf&ei=omiLT6-4Ieih2QXj9ZHeCg&usg=AFQjCNHR6sSZ70zrCK3hQBpdCe3tflUZyg
Droujkova, M. (2009). Natural math. Retrieved from http://www.naturalmath.com/site-pages/about-us.html
Reigeluth, C. (1999, March 10). Module 7: Generic skills . Retrieved from http://www.indiana.edu/~idtheory/methods/m7.html
Rachel,
ReplyDeleteI agree with you that sites like NaturalMath that have engaging and relevant activities are more popular with teachers. I have found, however, that my lower performing students prefer the drill and practice sites provided they can control the level. I think they like the opportunity for repeated success.
Interesting thought, that they like the opportunity for repeated success. I think the most effective resources would allow for the positive reinforcement while slowly adding a challenge so as to build up their skills without discouraging them.
Delete