Group work with multimedia in the secondary mathematics classroom.
The aim of this study has been to investigate the potential of collaborative learning using multimedia in the mathematics classroom. As part of the study, materials and approaches were developed and trialled in classrooms. These trials were carried out in three secondary schools in the Local Education Authorities of Rotherham, Sheffield and Barnsley. All the pupils involved in the classroom trials were 14 to 15 years old, in Years 9 and 10 of the National Curriculum. A case study approach was adopted and the study itself was divided into three major cycles. In Cycles 1 and 2 the focus of the development was on the integration of the use of the Domesday Interactive Video system, within a thematic approach involving practical activity, investigation, problem solving and small group collaboration. The chosen theme was that of Trees. The focus of development in Cycle 3 was the multimedia package entitled World of Number, which was sponsored by the National Curriculum Council. These resources were available on both laser disc and also CD ROM, with both versions being utilised in the classroom trials. Prior to Cycle 3 classroom trials the World of Number package was evaluated. This involved an initial evaluation by the researcher as an individual user, classroom observation of its use in school, interviews with classroom teachers and also a review of associated literature relating to evaluations and classroom use. The focus of the Cycle 3 classroom trials was on the multimedia-based activities involving one of the units from the package. This unit is based upon the analysis of video clips of motion from the real world using graphs involving speed, distance, height and time.The findings of this study have highlighted the potential of the use of multimedia in motivating pupils' interest and in promoting collaborative learning. The role of the system has been that of a medium for communication. As the study has developed the theoretical perspective offered by Vygotsky's cultural psychology has come to be increasingly relevant. Attention has been repeatedly drawn to the crucial importance of the role of the teacher and the notion of the orchestrating teacher has been seen to be resonant. The need for the provision of scaffolding by the teacher and also the need to integrate and coordinate multimedia-based activities with those of the wider classroom context has been emphasised. A micro-analysis of the discourse involved in the multimedia-based activities was carried out which revealed differences in terms of patterns of interaction. There was evidence of varying levels of collaboration and some quite superficial interaction. The importance of the role of the teacher in monitoring the peer interaction and in intervening where necessary has also been highlighted. By examining the development of pupil understanding, the analysis served to illuminate Vygotsky's notion of the function of egocentric speech and thus the direction of the development of thinking from the social to the individual, which is central to a sociocultural perspective.The study concludes with a consideration of the implications for the design of future multimedia resources, their mode of use, the role of the teacher and also the process of evaluation. Consideration is also given to possible further research questions and also to further related development.
Networked Digital Library of Theses and Dissertations
Sheffield Hallam University (United Kingdom).