PDF-Version

Carolyn Gardner

Linn-Benton Community College

630 N.W. 7^th Street

Corvallis, OR 97330

USA

541 757-8944

FAX: 541-757-9537

ckg@dots.physics.orst.edu

Title: MathPlusToolBox, a computer application for learning basic math skills

Keywords: MathPlusToolBox, learning disabilities, tools, mathematics, computers

MathPlus ToolBox, a computer application for learning basic math skills

2 Background

One of the reasons that students with disabilities have not studied mathematics is the difficulty of preparing materials for them. This has been particularly true for students who are visually impaired and many students with learning disabilities. For the past several years Mrs. Gardner has been researching the uses of technology to teach mathematics to students with learning disabilities. (Gardner, C., 1996) The Oregon State University Science Access Project is working on providing access to information for students with visual impairments. (Gardner, J., 1997) When the project presented several of its research projects at the international conference on Technology and Persons with Disabilities, Los Angeles in March 1997, one of these programs, Triangle, attracted many students, parents and educators who were looking for a computer program to do basic mathematics. The MathPlusToolBox should help fill that need.

3 Background behind the development of the MathPlus Toolbox

Computers have appeal for students of all ages because it is more fun to practice using a computer. It is a nonthreatening environment where the students can easily check their progress and learn from their mistakes. This is particularly important for students with LD because they often need more practice in order to learn and remember a concept. Sound and speaking the text can be combined with visual images. Record keeping features and flexibility allowing a student to progress at his/her own rate can be built into the program. Educational software for mathematics has unfortunately, up to now, been mostly limited to game type programs or drill programs. Most of the sounds that are used are distracting rather than information giving. When well-designed computer-based and video-based instruction is provided on a daily basis, children with learning problems can develop declarative and procedural knowledge in basic math skill equivalent to that of their nondisabled peers. (Goldman, Mertz & Pellegrino, 1989)

Educators have known for years that understanding of mathematical concepts is crucial to long term mastery and use of mathematics. The new NCTM (National Council of Teachers of Mathematics) standards reflect this philosophy. There is a need for all students to learn to solve problems, reason, and learn on their own. (Goldman, Hasselbring, & the Cognition and Technology Group at Vanderbilt, 1997). This need for teaching for understanding was one of the crucial ideas behind the development of the MathPlusToolBox.

4 Description of the MathPlus Toolbox Features

• The MathPlusToolBox uses graphics, sound and captioning so that all students have access to the concepts being taught. There are a variety of tools to help a student learn and practice basic math skills. The Toolbox will run on a Windows 95 machine with a SAPI compliant speech engine.

• The MathPlusToolBox has a universal design. One of the major problems with commercial math software is that it is inaccessible to many students. Students with visual impairments can’t see the screen. Students with hearing impairments miss all the auditory information. Students with learning disabilities often get confused because they need both auditory and visual display without a lot of extraneous and distracting material.

• Audio is used in several ways. The speech engine reads the highlighted text in the script and in the message boxes, the buttons on the screens, and the problems. It also is used to explain actions being taken in the demonstration boxes. Sounds are also used as reinforcement. When the answer is correct, the sound is different from when the answer is incorrect. The user selects how much or how little auditory feedback he wants to hear.

• Captioning allows the hearing impaired to have access to all the spoken text.

• The screens are relatively uncluttered, and the format is consistent for easy navigation. The graphics are simple and the colors used are consistent throughout the various tools. For example the color green is used for the value of ten’s column in the counting tool, and the same color is used for the tens’ geometric figures in the demonstration of an addition problem.

• The type and difficulty of problems can be controlled by the user. Practice problems and flashcards can be controlled via the option’s button. A script can be written to generate problems and control the sequence of a student’s progress.

• Tools to aid authors in writing scripts are included as part of the ToolBox. From a pull down menu, teachers can insert script commands into the text. The text is easily accessible making changes possible within a short time frame.

• Graphics are used to support the development of mathematical concepts. An example would be the use of the graphical demonstration of an addition problem. In a recent journal, the importance of showing the relationship between fractions and decimals was pointed out. To reach higher level understanding, it is important to include graphics and to have the student accustomed to thinking about understanding. (Stein & Smith, 1998) This concept is the basis for the development of the various tools in the MathPlusToolBox.

• The counting tool looks like a bar graph with four columns divided into ten sections. Each column represents a number place, ones, tens, hundreds, and thousands. The appropriate number of sections is filled with different colors to match the number written above. A number can be changed by entering a different number in the number box above the graph or by using arrow buttons below the graph to increase or decrease the number of filled spaces and change the number value. The computer will read the entire number upon request.

• It is also possible for a student to see a computerized number line. The number line is used to demonstrate a math problem. When the student moves the number line marker, the problem and its solution change.

• The flashcards have a design similar to the commercially made cardboard product.

• It is possible to generate flashcards for addition, subtraction, multiplication, and division. The type of problem can be changed within the flashcard tool.

• Problems are generated randomly at the level selected. Two digit problems can be generated.

• Students answer in a quick left-to-right manner.

• If a student encounters a problem which is too difficult for them to do in his/her head, it is possible to go directly to one of the work boxes to solve the problem.

• A score box keeps track of the number of problems completed, the number of problems correct, the number of problems missed, and the time elapsed.

• The problem is read for the student. If the answer is incorrect, the student gets the problem again. The correct answer is read.

• There are work boxes for addition, subtraction, multiplication, division.

• These boxes allow a student to do complicated problems on the computer using sound and graphics as an aid for solving the problem.

• The cursor can be selected to move automatically to the correct space. If the answer is incorrect, the cursor doesn’t move. Red numbers are used for carrying and borrowing.

• When the student has completed the problem, it can be checked immediately. If the answer is incorrect, the student is returned to the problem. If it is correct, the problem and the answer are read.

• Students have several options from the Work Boxes. A demonstration can be requested. This allows a student to see a working graphical representation of the problem. The computer will work the problem and show graphically how the solution is reached. Another option is for the computer to work the problem for the student. These options could be turned off in a testing situation.

• The fraction tools are just now being developed. The tools that are under development will help the student to better understand fractions in various ways. A simple fraction is written both in its fraction and decimal form as well as illustrated with graphics.

• Other tools help a student to understand equivalent fractions, factoring, and the addition of fractions.

• Random addition, subtraction, multiplication, division, problems can be generated to be printed.

• There is a talking calculator available.

• Scripts can be used to teach concepts.

• The MathPlusToolBox components can be integrated into the script. Though the boxes are designed to help the student learn the concepts, the scripts allow more detailed explanations to be given when a student is learning a new concept.

• The type, level, and amount of problems can be controlled through the use of scripts.

10 BIOGRAPHY