Interactive Multimedia for Math Fact Mastery

Laura Hembree Knighton AIL 605 The University of Alabama January 31, 2011

Introduction A high focus has been and continues to be frequently placed on the mastery of basic addition and subtraction facts due to their utilization in more complex math concepts, such as multi-digit addition and subtraction, long division, etc. There are many teachers who are still utilizing traditional pedagogical methods for teaching this skill. Meanwhile, other teachers have embraced the new, innovative interactive multimedia resources targeted toward basic math fact mastery. Regardless of the teaching and learning strategies utilized, the key to student success is a strong instructional design with sound teaching and learning principles. Activities designed for conceptual development must be provided in addition to frequent opportunities for practice and feedback. The Traditional Teaching and Learning of Math Facts A variety of instructional strategies have been employed for the teaching and learning of basic addition and subtraction facts in traditional classroom settings. Often times basic math facts have been taught with direct instruction through strategies such as flash cards and rote memorization. Math facts have long been practiced and assessed in a timed fashion to ensure automaticity. Addition and subtraction facts have also traditionally been taught through basic fact strategies, such as 5 plus 5 is 10; 5 plus 6 is 11 because 6 is one more than 5 and 11 is one more than 10 (Putnam, de Bettencourt, & Leinhardt, 1990). Meanwhile, other teachers have taught and continue to teach the facts with concrete materials and have reinforced basic facts with games and other activities. One frequently utilized traditional instructional strategy is illustration of the relationship between addition and subtraction facts in the form of fact families or related facts (May, 1997).

Teaching and Learning Math Facts with Interactive Multimedia Todays classrooms are comprised of a diverse group of learners with varied learning needs and styles. Therefore, the teaching and learning of basic addition and subtraction facts can be greatly enhanced by the utilization of interactive multimedia, which can offer a multifaceted approach to teaching and learning. The process of effectively incorporating interactive multimedia for the teaching and learning of basic addition and subtraction facts begins with developing a strong instructional design that is guided by research-based theories of teaching and learning (Mayer & Moreno, 1998). Interactive number lines and virtual manipulatives can assist students in conceptualizing the process of addition and subtraction before automaticity of basic facts becomes the instructional goal. Some of the interactive multimedia websites and programs allow for multiple representations through the use of numbers, pictures, and verbal guidance (Moreno & Duran, 2004). Such forms of interactive multimedia are often effective due to the fact that they are multimodal and allow for pictorial representations that can lead to recognition and recall (Metros, 2008). Once students have a solid conceptual basis for the process of addition and subtraction, there are numerous drill and practice websites that can lead students to automaticity with basic addition and subtraction facts. Many of the activities can be implemented as a math station in order to allow for individualization of content. For example, the Math Magician website (http://resources.oswego.org/games/mathmagician/cathymath.html) offers the option of adding or subtracting one, adding or subtracting two, adding or subtracting three, etc., in addition to mixed addition practice, mixed subtraction practice, and a combination of addition and subtraction fact practice. Therefore, students who may be struggling with a certain set of facts have opportunities for remediation, whereas more advanced learners can progress at a quicker

rate. There are also a number of math fact music videos available for use as a form of interactive media. The key to using interactive multimedia effectively is a strong instructional design and proper implementation (Shank, 2005). Advantages and Disadvantages Disadvantages to Using Traditional Teaching Techniques There are advantages and disadvantages associated with both the use and non-use of interactive multimedia in the teaching and learning of basic addition and subtraction facts. Many of todays students have grown up in a society immersed with technology. Therefore, if a teacher opts to teach math facts without the use of interactive multimedia, students may quickly become bored and disengaged as they have come to desire and expect constant visual and auditory stimulation. Additionally, there has been much emphasis on teaching to various learning styles, which may be a more difficult endeavor if traditional teaching methods are utilized. If a teacher is not using virtual manipulatives, he or she will have to ensure access to concrete manipulatives in order to ensure students have the opportunity to build a concrete conceptualization of the addition and subtraction process. Benefits to Using Interactive Multimedia There are countless benefits to using interactive multimedia, which include an engaging learning environment, multiple representations of content, and added support for visual, auditory, and tactile learners (Metros, 2008). Through the combined use of words, numbers, and graphics, students are likely to develop deeper levels of understanding. This approach to teaching and learning can allow for added richness and meaning and can show as well as tell (Shank, 2005, p. 1). Furthermore, many of the interactive multimedia programs and websites create increased student motivation due to positive reinforcement in the forms of gold stars, praise, etc.

When planned for and implemented effectively, this technique for teaching and learning can become self-paced (Butzin, 2002) which will allow for differentiation based on student need and achievement. Some of the websites containing interactive multimedia related to basic math facts, such as Math Magician, assess the skill with a time limit. Students often develop increased intrinsic motivation due to the desire to complete the facts with efficiency and earn a perfect score before time has expired. This may even lead students to decrease the use of counting on their fingers, which has often been viewed as problematic by many classroom teachers when trying to maintain automaticity with the basic math facts. Kanning (1994) asserted, Multimedia is most successful when it helps student reach curriculum goals (p. 43). Based on my own personal classroom experiences and discussion of the topic with my colleagues, I have witnessed firsthand the positive impact of interactive multimedia in assisting students to reach the curricular goal of mastering basic addition and subtraction facts. I cannot think of a better benefit than proven success! Disadvantages to using Interactive Multimedia There are some obvious potential drawbacks to using interactive multimedia for the conceptualization and mastery of basic addition and subtraction facts. First of all, in order for students to master facts with accuracy and automaticity, the students will need ample time to engage with the concept and practice the facts. Therefore, the scheduling of equitable computer time will require careful planning. In classrooms where there are few computers and no access to a computer lab, this may prove to be difficult. Additionally, many of the resources, especially the free resources, available for teaching math facts with interactive multimedia are web-based. Therefore, classrooms will have to be equipped with internet access. If the Internet happens to go down during class time, lesson plans will have to be altered accordingly. Therefore, teachers

will have to spend extra time developing back up plans. Another potential drawback is that if students lack basic computer skills, much time may be spent on helping them log in to a program or onto a website. This may take away from the actual instructional time. Furthermore, much thought will need to be given as to how progress will be monitored. Some interactive multimedia programs offer log-in information for each student so that student progress can be tracked. However, many of the free resources that teachers may utilize may not have such capabilities. Therefore, teachers will have to carefully consider an effective way of monitoring student use and progress. As a part of a strong instructional design, students will need to receive feedback. Therefore, if a program lacks in providing feedback to the student, it may not be as beneficial, and/or the teacher may have to ascertain measures to ensure that learners receive the necessary feedback (Shank, 2005). However, some subscription-based websites, such as Study Island (www.studyisland.com) offer feedback for students and reports for teachers and administrators. Therefore, students, parents, teachers, and administrators can all stay informed of progress to more adequately grasp students needs and/or achievements. While this ability can be a advantages, the hefty cost associated with many subscription-based websites is certainly a disadvantage, especially in times of proration. Conclusion Due to an overwhelming increase in technology in society, todays teachers and learners are approaching education with an entirely different mindset. Some learners are visual, while others are tactile, auditory, etc., and the integration of interactive multimedia can help simultaneously meet these different needs. The incorporation of interactive multimedia in the classroom can assist students in conceptualizing the process behind basic addition and subtraction facts while also mastering the facts with accuracy and automaticity. In order to

successfully integrate interactive multimedia into the mathematics classroom, teachers need to plan carefully in order to ensure a strong instructional design, equitable and frequent access to the multimedia materials, and maintain a system for providing student feedback and tracking student progress.

References Butzin, S.M. (2002). Project CHILD (changing how instruction is delivered): The perfect fit for multimedia elementary schools. Multimedia Schools, 9(6), 14. Kanning, R.G. (1994). What multimedia can do in our classrooms. Educational Leadership, 51(7), 40-44. May, L. (1997). Mastering addition and subtraction facts. Teaching Pre K-8, 28(3), 14.\ Mayer, R. E. & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for design principles . Paper presented at the annual meeting of the ACM SIGCHI Conference on Human Factors in Computing Systems, Los Angeles, CA. Metros, S.E. (2008). The educators role in preparing visually literate learners. Theory Into Practice, 47, 102-109. Moreno, R. & Duran, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differenced in multimedia mathematics learning. Journal of Educational Psychology, 96(3), 492-503. Putnam, R. T., de Bettencourt, L. U., & Leinhardt, G. (1990). Understanding of derived-fact strategies in addition and subtraction. Cognition & Instruction, 7(3), 245. Shank, P. (2005). The value of multimedia for learning. Accessed January 31, 2011 from http://www.adobe.com/designcenter/thinktank/valuemedia/.