Promoting Mathematical Thinking With Interactive Technology: The Role of Student Voice and Productive Struggle

• In Event: 35.028 - Failure in the Learning Process: How Learners Experience and Overcome Obstacles Through Resources and Supports

Abstract

EDC researchers, mathematics education faculty from two Maine universities, and educators in Auburn, Maine, collaboratively investigated the use of mobile technologies designed to support stronger mathematics learning and teaching in early elementary grades in schools with high-needs student populations. The research and practice partners co-investigated use of iPads to record and review student explanations as they solved mathematics problems. This poster describes how students and teachers implemented this strategy, the role of the strategy in supporting productive struggle, potential impacts on student learning, and implications for equity in the classroom.

Mobile technologies, combined with research-based instructional practices, have the potential to support enhanced mathematics learning and teaching. For example, iPad apps that allow students to record and review audio and visual explanations of their mathematical thinking may support the kinds of mathematical reasoning and discourse linked to deeper conceptual understandings of mathematics (Attard, 2013; Moschkovich, 2012). Recording apps can give voice and value to students and their mathematical ideas, providing more equal opportunities to learn and demonstrate higher mathematical achievement (Battey, 2013; Boaler & Staples, 2008; Flores, 2007; National Council of Teachers of Mathematics, 2014; Wagner, Herbel-Eisenmann, & Choppin, 2012). Once students have a voice, and feel valued in a mathematics classroom, they take on and persist when attempting more challenging problems (Goldenberg et al., 2015). This productive struggle is a “necessary component of learning math with understanding” (Hiebert & Grouws, 2007). Given this potential, the project explored the research question: In what ways can this recording strategy be implemented to promote stronger mathematical communication and equity of mathematical learning opportunities in early elementary grades?

Project partners employed iterative design cycles (Penuel, Fishman, Haugan Cheng, & Sabelli, 2011) during three years of collaborative inquiry. Data sources included: surveys and interviews with teachers and administrators; teachers’ and school leaders’ written reflections and strategy logs; classroom observations; and students’ recorded artifacts. Analyses employed qualitative coding techniques (Strauss & Corbin, 1998) to categorize teachers’ different implementation approaches, student responses, and how responses may be related. Analyses of data suggest that when students use tools to make mathematics thinking visible, they establish their voice in the mathematical community. Teachers and co-investigators reported students persisted longer, engaged in reflection, and often corrected mistakes while reviewing their work. Because students pre-recorded their solutions, teachers were less likely to interrupt a student’s explanations than when students orally presented work without technology. Also, since teachers did not engage with all students as they recorded their videos, students often talked or thought through problems themselves and persisted longer.

Students who lack skills or confidence are less likely to engage in the struggle and effort that might make them stronger (Goldenberg et al., 2015). Without improvement efforts, such as the work in Auburn, gaps are likely to persist as widely documented (Duncan & Brooks-Gunn, 1994; Reardon, 2011). “Every student has the right to understand and do mathematics” (Hiebert et. al. 1997). In order to deepen understanding students need opportunities to engage deeply, struggle with, and express their thinking about mathematics.

Authors

• Pamela Joy Buffington, Education Development Center, Inc.

• Josephine K. Louie, Education Development Center, Inc.