APERA Conference - 27 Nov 2008

Igniting Passion in Mathematics West View Primary’s TLLM Ignite! Project

Dr Lee Ngan Hoe (NIE)Ms Ng Luan Eng (MOE)Mdm Rashidah Abdul Rasip (WVPS)Mdm Suriani Othman (WVPS)Mrs Sam Huijun (WVPS)

APERA CONFERENCE 200827th November 2008

Igniting Passion in Mathematics

• Topic of Research aligned to school’s strategic plan• Choice of teachers critical to implementation of research• Resources: access to facilities, ICT equipment• Support:

protected time for discussion, positive strokes, emotional support,reduced teaching workload for RA

• Control vs Empowerment

Research Objectives 1. Instill love for Mathematics

• Engage pupils through multiple bridges• Develop positive attitudes towards Maths• Motivate pupils to excel in the subject

2. Improve academic performance in Mathematics

Igniting Passion in Mathematics

MOE Mathematics Framework

MOE Maths Framework on “Attitudes”• “Students’ attitudes towards

mathematics are shaped by their learning experiences. Making the learning of mathematics fun, meaningful and relevant goes a long way to inculcating positive attitudes towards the subject.”

MOE Mathematics Framework

Howard Gardner’s MI Theory

• Howard Gardner claims that all human beings have multiple intelligences.

• These multiple intelligences can be nurtured and strengthened, or ignored and weakened.

• He believes each individual has eight intelligences.

Gardner’s Multiple Intelligences

According to Gardner,

• All human beings possess all eight intelligences in varying amounts.

• Each person has a different intellectual composition.

• We can improve education by addressing the multiple intelligences of our students.

Research Idea

• Pupils have different dominant intelligences.

• They can be better engaged if we use multiple bridges to reach out to them in the teaching of Mathematics.

Research Hypothesis

The use of Multiple Intelligences in the teaching of Mathematics will result in pupils’ increase in motivation and engagement, and will have a positive impact on their attitude and achievement in the subject.

Research Questions 1. Is there an increase in the level of engagement among pupils who are taught Mathematics using the MI strategies?

2. Do pupils who are taught Mathematics using MI achieve higher review test scores than pupils who are not taught using MI?

3. Does a longer exposure to MI have a positive impact on pupils’ engagement, motivation, attitude and achievement in their learning of Maths?

MeasuresQuantitative & Qualitative :

MIDAS instrument – MI ProfileMultiple Intelligences Developmental Assessment Scale (Shearer 1996)

PETALSTM Engagement Indicator (pedagogy, experience of learning, tone of environment, assessment, learning content, and engagement – affective engagement, behavioural engagement, cognitive engagement)

Not at all

All the time

o o o o o o o o o o oP1 My teacher uses activities to help me learn.P2 My teacher lets us search for information about thingsP3 My teacher uses group work to help us learn P4 My teacher uses different kinds of materials to help me understand better

P5 My teacher uses computer tools to help me learn.P6 My teacher guides me to draw upon my prior knowledgeE1 I explore or investigate ideas with materials.E2 I look for information to learn more about an idea.E3 I ask the “why” questions to understand an idea.E4 I talk about what I have learnt during lessons E5 I talk about how I do a piece of workE6 I think about how I can improve my workT1 My classmates and I have discussions in class.T2 My teacher smiles at us during lessons.T3 My teacher praises me when I give good ideas or work.T4 I answer questions ask by my teacher.T5 I can display my good work or my group’s good workT6 I can ask my friends for help

Part IIIFor each statement, click on the bubble that best describes the TLLM Ignite! school-based curriculum innovation in your school, using the following scale:

Pedagogy

Experience ofLearning

Tone ofEnvironment

A1 My teacher tells me how I can improve my work A2 I learn from good examples that my teacher shows me.A3 My teacher helps me when I do not how to do my work A4 I know where I have gone wrong A5 I check if I have done my work correctly A6 I check my friend’s work L1 The tasks and activities motivate me to explore on my own. L2 The tasks I do are based on real life situations. L3 I learnt how to work well in a group.L4 I learnt to present ideas to my classmates.L5 The ideas that I learnt are found in real life situations L6 I am able to apply the knowledge/skills across subjects .F1 I am excited about learning.F2 I am interested in what is being taught.F3 I like doing the activities that my teacher gives us.F4 I like the subject(s).F5 I look forward to my lessons.F6 I want to learn more about this subject(s).F7 I like learning because what I have learnt in class is useful.F8 I will keep on trying even the task is difficult. F9 I like the challenging work given to us.F10 I like learning because I can chose the task that I do best.

Assessment for Learning

LearningContent

AffectiveEngagement

B1 I complete my work on time.B2 I follow instructions in lessons.B3 I greet my teachers whenever I meet them.B4 I listen carefully during lessons.B5 I contribute ideas actively during lessons.B6 I set goals for my subjects.B7 I take part in the different lesson activities.B8 I try my very best in every piece of work given to me.B9 I listen to my group members when they are sharing B10 I carry out my assigned role properlyC1 I am able to do my work independently.C2 I am able to organise my ideas.C3 I am able to solve the different types of problems. C4 I can accept different view points.C5 I think about what I have learnt at the end of each day.C6 I think about how I can improve in my work.C7 I think more deeply about my subject(s).C8 I use different ways to do my work.C9 I try to improve my work after my teacher gave feedback.C10 I am able to tell if the information from internet/books is right

BehaviouralEngagement

CognitiveEngagement

Design Quasi-

ExperimentalProjectGroup

ComparisonGroup

Semester 1Fractions(3 weeks)15 lessons

2 classes- 1 MA- 1 LA

2 classes- 1 MA- 1 LA

Determine if hypothesis is true

Determine if length of time makes a difference

Semester 2Decimals(6 weeks)30 lessons

All classes- 2 MA- 2 LA

MI-based lessons

Traditional lessons

MI-based lessons

Presentation Flow

1. Planning 1. Gardner’s 8 Intelligences2. Making sense of MI

profiles2. Teaching 1. Making lessons of interest

to pupils of different MI2. Challenges

3. Reactions 1. Pupils’ responses2. Pupils’ reflections3. Teachers’ reflections

Multiple Intelligences (MI)

The multiple intelligences theory represents a definition of human nature, from a cognitive perspective, ie how we perceive; how we are aware of things.

(Howard Gardner)

Gardner’s 8 IntelligencesBodily- Kinesthetic (Body Smart)

Verbal-Linguistic(Word Smart)

Naturalistic (Nature Smart)

Mathematical-Logical(Number Smart)

Visual-Spatial(Picture Smart)

Interpersonal (People Smart)

Musical (Music Smart)

Intrapersonal (Myself Smart)

Do we teach to our strength or pupils’?

• Many of us are visual learners.• Imagine if our pupils are not!• We “lose” them, they become “inattentive”.• Can we excite them?• If we know their dominating MI,

can we make lessons more interesting for them?

MI profile: Project Class (LA)

Spatial, Kinesthetic, Musical, Naturalist

40 45 50 55 60 65

Musical

Kinesthetic

Math-Logical

Spatial

Linguistic

Interpersonal

Intrapersonal

Naturalist

Scal

es

Mean

TotalFemaleMale

MI profile: Project Class (MA)

Naturalist, Linguistic, Math-Logical, Musical

40 45 50 55 60 65

Musical

Kinesthetic

Math-Logical

Spatial

Linguistic

Interpersonal

Intrapersonal

Naturalist

Scal

es

Mean

TotalFemaleMale

MI profile: Comparison Class (LA)

40 45 50 55 60

Musical

Kinesthetic

Math-Logical

Spatial

Linguistic

Interpersonal

Intrapersonal

Naturalist

Scal

es

Mean

TotalFemaleMale

Musical, Spatial, Naturalist, Kinesthetic

MI profile: Comparison Class (MA)

Naturalist, Kinesthetic, Linguistic, Math-Logical

40 45 50 55 60 65

Musical

Kinesthetic

Math-Logical

Spatial

Linguistic

Interpersonal

Intrapersonal

Naturalist

Scal

es

Mean

TotalFemaleMale

Making lessons interesting!

• No class can be homogenous.• We must use a variety of

intelligences in our lessons.• Knowing the dominant MI makes

planning interesting lessons easier!

• This keeps the excitement going strong.

Making lessons interesting!1. The logical-mathematical

intelligence is not a strength in many pupils.

2. Teaching Mathematics to the other intelligences will strengthen their logical-mathematical intelligence.

3. Pupil motivation and achievement will increase when teachers know what makes pupils tick.

Sample Lesson Plan1. Sample lesson plan here


1. For naturalistic intelligence, pupils can use their five senses in their learning, they can learn through real-life scenarios and teachers can include nature in teaching.


2. Music is a venue through which mathematics can be effectively taught. Different types of music, such as popular jingles, raps, or marches, facilitate recall through mnemonics.

Making lessons interesting!3. Puzzles, models, symbols

provide a unique alternative to mathematical instruction for visual learners.

4. Get linguistic pupils to explain concepts or workings to others.


5. Games are a fun way to teach Mathematics. Get pupils to run and jump and move their bodies to excite the strongly kinesthetic pupils.


6. Interpersonal intelligence can be addressed through working in groups. Pupils need work that will give them opportunities to interact with others.


7. Get pupils to reflect on what they have learnt. This “inward looking” process will motivate the intrapersonal pupils.

Challenges• Teachers too, have

preferences.• We must expand our

repertoire of techniques, tools, and strategies beyond the typical linguistic and logical ones.

• Sounds exciting but is it a lot of work?

Pupils’ responses …

• Maths is fun!• Maths is like solving mystery

cases!• Maths is easy!• Look forward to Maths

lessons!• Eager to wake up and learn

more about Maths!• I am improving!

Pupils’ reflections…

• “We sang a lot of songs about decimals and fractions. It is very fun and interesting learning decimals and fractions. Our teacher teaches us different types of methods and using [attractive] power point [slides] to teach our class. I love Maths! It is really fun to learn! All the questions [are] like solving mystery cases! We also played Maths games to learn. Our teacher teaches us Maths in very fun ways. I love to play more Maths games and learn more about Maths! The Problem Sums are really challenging! Maths is Fun!”


• “I like decimals because it is easy and our form teacher always gave us games to play. Sometimes our form teacher let us sing decimal songs… Some of the songs are pretty funny. When our form teacher gave us games to play, our form teacher let us do the games with our friends like teamwork. Some of the games that our form teacher gave us are quite challenging but it was still fun. The activities that are in the Maths workbook are easy to complete. I like DECIMALS!!”


“….The songs help us to remember [mathematical concepts]. The games are fun and enjoyable. It is easier for us to learn (Maths) because we enjoyed the lessons…”


“…The Bingo games, songsand (many) interesting activities are fun. When the lessons are fun and enjoyable, it makes me want to learn more and study harder...”


• “…We can learn a lot through playing games. The games are very fun and yet very challenging… The many fun activities make me like Maths more… I [am] always eager to wake up every morning [to] go to school and learn more about Maths…”


• “We did a lot of activities, we sang songs, played many Maths games and do a lot of activities… It was an easy and fun way to learn. Now my Maths is improving. I am looking forward to my END YEAR EXAM MARKS!”

• “Pupils were very excited and looked forward to Math lessons. They were more likely to volunteer answers as they were interested. Based on pupil’s feedback, they found these lessons very refreshing. They actually cheered whenever it was time for Mathematics lessons. They also said that the lessons are now very fun.”

Teachers’ reflections…

• “ Pupils were definitely more engaged - more activities, more interaction, more hands-on. As lessons were interesting, pupils’ attitude towards Maths became better. This positive attitude helped them to remain engaged even when doing non-exciting tasks such as LONG DIVISION!”


• “ Pupils are more interested in Maths now. Teachers are also more open to new strategies, and the school will benefit from the more engaged pupils and more passionate teachers. From this experience, we realized that engaging lessons catered to the MI of the pupils really made a difference! Lessons are no longer centred on the highlighting of weaknesses but instead, the pupils are encouraged to use their strengths to learn!”


• “ We all want our pupils to learn well. From this experience, we see that interesting lessons really make a difference! Pupils are more interested in Maths, and they enjoy school more. In this aspect, we have achieved what we set out to do. We have succeeded in improving pupils’ attitudes and increased their interest in Maths!”


• “ I have seen for myself how planning a lesson that involves multiple intelligences actually makes the lessons more exciting for the pupils. Pupils can relate better, recall the learning points better, and on the whole, they are more motivated, even to do homework. By getting pupils involved through activities, songs, stories, and using powerpoint slides packed with cute pictures and animations, pupils actually looked forward to learning. This is true “Teach Less, Learn More” in action.”


Video

Igniting

Passion in Mathematics

through Multiple Intelligences

Project Design

Ability

Group

Low Ability Group Middle Ability Group

Class ProjectClass

Comparison Class

Project Class

Comparison Class

No. of

pupils30 32 38 40

No. of

girls16 18 17 18

No. of

boys14 14 21 22

Distribution of pupils by class

Project Design

Ability

Group

Low Ability

Group

Middle Ability

Group

Class ProjectClass

(N=30)

Comparison Class (N=32)

Project Class

(N=38)

Comparison Class

(N=40)

Mean

(SD)

33.3

(12.1)

30.8

(12.9)

63.5

(9.7)

64.6

(10.7)

Dif 2.5 1.1

Mean score of 2007 Maths exam.

They are equivalent and comparable

Measures

Quantitative

Pupils’ achievement in Maths

Post review tests • Fractions • Decimals

InterviewsJournalsFocus Group Discussion

Effect Size

magnitude of the effect of the intervention.

Standardized difference between two means

(Mean Project – Mean Comparison )ES =

SD Comparison

Effect Size

Cohen’s Criteria for evaluating effect sizes

Effect Size Descriptive Statement

Below 0.2 Trivial Effect0.2 to 0.49 Small Effect0.5 to 0.79 Moderate Effect0.8 or greater Large Effect

Results

MeasureMean (SD) Effect

SizePretest Post-test

PETALSTM ScalePedagogy 69.6 (16.6) 76.1 (15.8) 0.39Experience of Learning

64.0 (19.3) 68.8 (18.5) 0.25

Tone of Environment 70.7 (13.7) 70.8 (19.5) 0.01Assessment for Learning

67.1 (15.6) 73.8 (17.7) 0.43

Learning Content 66.3 (19.2) 75.6 (17.7) 0.48Engagement Scale

Affective Engagement 76.4 (17.7) 81.1 (15.0) 0.31Behavioural Engagement

75.4 (15.1) 78.1 (18.2) 0.18

Cognitive Engagement 72.4 (16.9) 77.0 (15.8) 0.27

Mean comparison on pretest and post-test survey of the project group (N=68)

MI intervention has a significant impact on all aspects of pupils’ engaged learning, especially on Assessment for

Learning and Learning Content.

Results

MeasureMean (SD) Effect

SizeProject(N=68)

Comparison(N=72)

PETALSTM ScalePedagogy 76.1 (15.8) 69.5 (17.8) 0.37Experience 68.8 (18.5) 58.6 (20.6) 0.50Tone 70.8 (19.5) 67.9 (16.9) 0.17Assessment 73.8 (17.7) 65.0 (16.5) 0.53Learning 75.6 (17.7) 64.8 (18.3) 0.59

Engagement ScaleAffective 81.8 (15.0) 71.0 (17.9) 0.60Behavioural 78.1 (18.2) 66.6 (17.3) 0.66Cognitive 77.0 (15.8) 62.2 (20.6) 0.72

PETALSTM Scale scores and mean comparisons

The longer exposure to MI has a very significant impact on all aspects of pupils’ engaged learning, especially in Experience of Learning, Assessment for learning, Learning Content and

Affective, Behavioural & Cognitive Engagement.

Results

Ability Group

Low-Ability Group Middle-Ability Group

Class Project(N=30)

Comparison(N=32)

Project (N=38)

Comparison (N=40)

Mean (SD)

34.6 (19.8)

22.6 (16.9)

71.5 (14.8)

62.1 (17.1)

Difference 12.0 9.4

Effect Size 0.71 0.55

Mean comparison on “Fractions” review test

MI intervention has a very significant impact on pupils’ academic achievement.

Greater impact on low-ability group.

Results

Ability Group

Low-Ability Group Middle-Ability Group

Class Project(N=30)

Comparison(N=32)

Project (N=38)

Comparison (N=40)

Mean (SD)

61.1 (17.4)

46.1 (16.1)

84.7 (7.5)

76.4 (13.6)

Difference

15.0 8.3

Effect Size 0.93 0.61

Mean comparison on “Decimals” review test

Longer exposure to MI has a very significant impact on pupils’ academic achievement.

Greater impact on low-ability group

Results

No. Item Project group

Comparison group

Effect size

F1 I am excited about learning. 85.8 (17.4) 72.5 (22.1) 0.60F2 I am interested in what is

being taught.84.1 (20.5) 69.6 (23.2) 0.61

F3 I like the subject. 83.1 (20.0) 74.1 (24.4) 0.37F4 I like doing the activities. 83.2 (21.7) 75.9 (23.2) 0.31F5 I want to learn more about

this subject.81.7 (18.0) 73.5 (24.7) 0.33

F6 I look forward to the lesson. 84.9 (22.2) 74.2 (21.1) 0.51F7 I like learning because what I

learn in class is useful.79.0 (24.3) 70.0 (27.2) 0.33

F8 I will keep on trying even if the task is difficult.

79.8 (20.0) 69.7 (24.2) 0.42

F9 I like the challenging work given to us.

79.6 (22.5) 66.0 (27.5) 0.49

F10 I like learning because I can choose the task that I do best.

77.0 (22.6) 64.3 (25.8) 0.49

Comparisons on motivational & attitudinal level means

Longer exposure to MI has a very positive impact on pupils’ motivation and attitudes

Research Questions 1. Is there an increase in the level of engagement among pupils who are taught Mathematics using the MI strategies?

2. Do pupils who are taught Mathematics using MI achieve higher review test scores than pupils who are not taught using MI?

3. Does a longer exposure to MI have a positive impact on pupils’ engagement, motivation, attitude and achievement in their learning of Maths?

Results 1. There is an increase in the level of engagement among pupils who are taught Maths using the MI strategies.

2. Pupils who are taught Mathematics using MI achieved higher review test scores than pupils who are not taught using MI.

3. A longer exposure to MI has a positive impact on pupils’ engagement, motivation, attitude and achievement in their learning of Maths.

Results

The results of this study are consistent with the larger scale research conducted by the creator of MI and its principles, Dr Howard Gardner, which demonstrates the effectiveness of MI with the noted improvements in standard achievement scores, performance of students having learning difficulties and student discipline.

What’s next?

Documents

APERA Conference - 27 Nov 2008