This is where digital literacy comes in! The opportunities for digital literacy in mathematics classrooms are endless, and I wish I had come to know them sooner. Digital learning in math has the opportunity to offer more dynamic learning experiences, emphasize real-world connections, and support student understanding of content. Because of this, I have decided to do further research into the application, opportunities, and importance of digital literacies in mathematic classrooms specifically. In the articles I found related to their topic, the majority of research done on digital literacy in math classrooms either relates to how teachers instruct students by utilizing digital literacy or how to enhance student engagement through gamification of math content by digital means. My goal is to use this research to promote digital literacies in my own mathematics classroom and share the research with other math teachers to help them see the relevance of digital literacy in math as well!
(Mamolo, 2019)Annotated Bibliography
Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology ＆ Society, 19(3), 134–142.
Flipped learning settings aim to utilize technology to have students learn new course as part of their homework and then practice this homework in the classroom. This a classroom level opportunity for math teachers to integrate digital literacy into their content delivery. This article aims to discuss a study of 82 mathematic high school students between control and experimental groups to determine the effect of the flipped classroom setting on the students learning achievement and motivation. Within this the study also observed the difference of effects on students of varying level so mathematic achievement. The study ultimately found that students participating in the flipped classroom model experienced significantly increased motivation and achievement of low and average achieving students when compared to the students that utilized standard content deliveries. This study proposes significant benefits to utilizing technology in instruction, which is in direct opposition to typical mathematic classroom strategies which have teachers lecturing during class and assigning independent paper work as homework. This study supports the concept that digital literacy and digital media should be incorporated into mathematic classrooms to support student success.
Loong, E. Y.-K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics : the complexities. Mathematics Education Research Journal, 30(4), 475–498. https://doi.org/10.1007/s13394-018-0235-9
This article aims to analyze primary teachers use and acceptance of digital technology in math settings. Through the use of two case studies to understand how two primary school teachers deploy digital technologies for teaching and learning mathematics. The article more specifically discusses the teachers views, beliefs, and efforts to which they integrated digital technology into their math content during the time of the study. While the findings of this study are not necessarily generalizable, they do offer valuable insight into teacher perceptions and beliefs regarding the integration of digital technology in mathematic classrooms. While one of the teachers was very interested and engaged in the use of digital technology in mathematic classrooms, often finding a way to use digital technology in every aspect of learning, the other teacher was quite opposite and was not interested by digital technologies that were readily available on the internet and saw the integration of such technologies as a burden to the available time. The most valuable piece of this study to my research, outside of individual teacher perceptions of digital technology in math classrooms, was the highlighted variety of digital software and online resoruces that are suitable for supporting different mathematic topics. Furthermore, these highlighted insights also showed the constrained and affordances teachers experience in everyday settings while integrating digital technology into mathematic classrooms. This showing the varying and drastic differences that are currently present in education when it comes to math teacher perceptions of digital literacy in mathematics classrooms.
Lee, J. Y., Pyon, C. U., & Woo, J. (2023). Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education. Electronics (Basel), 12(15), 3207-. https://doi.org/10.3390/electronics12153207
This article discusses a study of the effects of gamification in college mathematics education, specifically the effect on students who may lack foundational mathematics knowledge. The created gazéifiée form of mathematics was a digital concept which allowed students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The ultimate findings of this study demonstrated that the gamification of mathematics improved students engagement, motivation, and learning outcomes. The article draws the conclusion, through discussion, that through gamification mathematics can be revolutionized in a way that promotes accessibility, interaction, and engagement for students from diverse educational backgrounds. While this study was conducted on college level students, I beleive it can apply to k-12 education and the justification of digital literacy in mathematics as well. For one, many high schools offer college level courses and thus this study on college level engagement with gamification in mathematics can be directly related to college level courses in a high school setting. Additionally, this study shows the potential that gamification and digital practices in math courses can have, offering a convincing argument for broadening the scope of digital resources in math classrooms. The valuable benefits, as indicated by this study, of including digital learning in mathematics should be emphasized in k-12 settings as well as college settings.
Mamolo, L. A. (2019). Development of digital interactive math comics (DIMaC) for senior high school students in general mathematics. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1689639
This article discusses a study in which 488 high school students were assessed in the pursuit of determining the effectiveness of digital interactive math comics in their ability to meet the needs of senior math students. The overall findings suggested that digital interactive math comics had high usability when rated by students and it drew positive feedback for classroom use beacuse it was interesting and unique. Thus, the end result was that this study presented digital interactive math comics as a helpful instructional tool based in digital practices. This article is beneficial to my research because it offers a successful use for digital literacy in math classrooms. This app, digital interactive math comics, is yet another way that math teacher can change their approaches to teaching math content by utilizing digital literacy and digital supports to make content more engaging and supportive of students needs. The concept of using math apps to support student learning by engaging them directly through their handheld devices supports the use of digital literacy to make mathematic content more accessible to all students.
Wangid, M.N., Chandra, A.P., & Hendra, E. R. (2021). The Science-Math Stories Based on Digital Learning: Digital Literacy Innovation in Increasing Ability to Solve Problems. International Journal of Emerging Technologies in Learning (Online), 16(9), 94-107. https://doi.org/10.3991/ijet.v16i09.22039
This article discusses a research study which used a pre-test/post-test method to compare a control group and multiple experimental groups with the goal of determining the effect of using science-math stories based on digital learning as a digital literacy media to improve problem solving skills for elementary students. The ultimate findings of this study were that the result of using whole activities, content, and features of science-math stories based on digital learning directly improved problem solving stages such as formulating the problem, developing the problem solving strategy, exploring the possible strategies, and evaluating the effect(s) of the problem solutions. Specifically, the story line and examples of how characters solve problems that they encounter were the main factors which caused an increase in student ability to solve problems. This study is relevant to my pursuit of proving the importance of digital literacy integration into mathematics because this method of utilizing digital based learning through science-math stories was found to support students abilities in connecting mathematics to various disciplines, thinking critically about content, and communicating key components of mathematical content. These skill upgrades also included supporting basic and procedural mathematic abilities. While this study reflects specifically elementary school values of digital literacy in mathematics, such content speaks to possible supports for adolecent students who need more support in basic math processes and connections.
Savannah,
ReplyDeleteI love how you talk about working with experienced teachers in your school but still getting push back. I think sometimes its harder for people to change their ways if they have them set in stone. I think trying it on your own and gathering data will help them see how helpful this tool can be. Have you though about doing any math escape rooms? I use them around the holidays or an extension activity after the test. They are skill based so you can chose what you want them to work on! Just a thought!
Savannah,
ReplyDeleteMath is a subject students either love or hate. Not everyone is good at it and therefore some students tend to struggle. By including more math games and new ideas of teaching math in your classroom it could open up so many more possibilities. It could lead to better engagement and maybe even a newfound love for the subject that maybe wasn't there before.
Savannah,
ReplyDeleteI have experienced a similar issue regarding a resistance to change within my department. It can be discouraging to try new things when so many people tell you "it won't work" or "it's a waste of time."
As teachers, it is our jobs to keep up with the changing times to not only best reach our students, but provide them with skills and tools they will utilize after graduating. We have to be willing to take chances and risks while still acknowledging that not every lesson will be amazing. However, then we can make any necessary changes for the next time!
Hi Savannah,
ReplyDeleteSo many teachers are stuck in their ways. I feel like I am constantly met with resistance and pushback. They focus on how they look rather than how the students are succeeding. Additionally, some are just lazy. They want the shortcut to success and don't care about the process. Ultimately, they just want to take the easy way out and it hurts students. Adding in gamification of mathematics seems like a terrific way to go. You'll be remembered as a fun, exciting teacher that students will enjoy rather than the old ones who won't change their ways. Good luck!