All CSLP tools are created using research evidence and sound pedagogical practices. ELM is no exception, and we continue to field test the software and pedagogical materials to ensure a high-quality learning experience for users.
In the fall of 2014, ELM was tested with six teachers who taught mathematics to their 114 students with the tool. Data was compared to six teachers who relied on their usual approach in teaching their 120 students.
Classroom observations and ELM trace data indicated that implementation of ELM varied among the experimental classes. On average, an ELM student interacted directly with the tool anywhere from 21 to 32 minutes per week. The amount of teacher control over ELM activities also differed. Some teachers allowed students to set their own pace for progressing through the activities, while other teachers controlled the students’ pace. As well, the configuration of available classroom technology varied from computer labs to computer centres to smart boards.
After six or seven weeks of ELM use, we asked all students to take a standardized test of mathematical ability and a measure of emotions about mathematics. Results showed that ELM students achieved higher scores than their control peers in mathematical operations including addition, subtraction, and pattern recognition. As well, the ELM students reported less boredom and anxiety in learning mathematics than students in control classes.
The CSLP researchers will continue their research into ELM’s design, implementation and effectiveness in the coming years.
Learning Toolkit Software: Authorship and Acknowledgement Guidelines
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Savard, A., Dedic, H., Rosenfield, S., & Naffi, N. (2013, September). Developing number sense with a digital tool. Symposium at the Advancing Learning in Differentiation and Inclusion (ALDI) Symposium, Dorval, QC.
Savard, A., Dedic, H., Rosenfield, S., Idan, E, & Head, J. (2014, November). Developing number sense with a digital tool. Workshop conducted at the annual QPAT convention, Montreal, QC.
The Centre for the Study of Learning and Performance. (January, 2015). Developing Foundational Skills in Quebec Students: Orienter la réussite des mathématiques émergentes (ORME) software. Final Report submitted to the Ministère de l’Économie, de l’Innovation et des Exportations.
Lysenko, L., Rosenfield, S., Dedic, H., Savard, A., Idan, E., Abrami, P. C., . . . Naffi, N. (2016). Using interactive software to teach foundational mathematical skills. Journal of Information Technology Education: Innovations in Practice, 15, 19-34. Retrieved from http://www.jite.org/documents/Vol15/JITEv15IIPp019-034Lysenko2154.pdf
Vidija, P. (2015, September 30). English and Mathematics classes for Mombasa public teachers [ELM]. The Star Newspaper, Kenya. Retrieved from http://www.the-star.co.ke/news/english-and-mathematics-classes-mombasa-public-teachers#sthash.zMGydH6s.HXWeFWVe.dpuf