USING ICT AND DIALOGIC TEACHING: IMPACT ON MATHEMATICAL RESILIENCE AND ATTAINMENT IN ALGEBRA OF A KENYAN SCHOOL YEAR GROUP

M. Lugalia, S. Johnston-Wilder, J. Goodall

University of Warwick (UNITED KINGDOM)
This paper is set in the context of a whole year group learning early secondary algebra using ICT in Kenya. It argues that studies about impact of ICT would benefit from paying explicit attention to the support offered by collaborative interaction of elements (pupils, teachers, language and computers) in lessons, that is, the affective dimension of pupils' mathematical learning.

In this paper, we explore the changes in learning mathematics experienced by students given an extended course using Grid Algebra (Hewitt, 2009). Following Luckin et al (2012), we explore the use of ICT combined with a fundamental shift in pedagogy, a shift that transforms teaching and learning by focusing on the learning experience. We examine the effect of introducing a technological tool combined with dialogic teaching upon a year group: on pupils’ interest in algebra, their involvement and engagement in mathematical learning, their conceptual understanding and their attainment.

The study employs a mixed-method strategy, and data includes: written work, observations, interviews and pupil questionnaires. We examine the impact on a year group, showing ways in which understanding was improved and the experience was positive for the learners. We use the construct of ‘mathematical resilience’ (Johnston-Wilder and Lee, 2010), a description of what is required to promote effective learning of mathematics, to analyse why this example of ICT use was so effective. The paper concludes that appropriate use of computer software can have a significant impact on attitude and attainment across a whole year group. Additionally, emphasising affective aspects which reinforce ICT use in mathematics instruction can create an enabling environment for active pupil learning.