Transforming learning with computers: Calculus for kids
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Transforming learning with computers: Calculus for kids Andrew E. Fluck 1 & Dev Ranmuthugala 1 & C. K. H. Chin 1 & Irene Penesis 1 & Jacky Chong 1 & Yang Yang 1 & Asim Ghous 2 Received: 12 March 2019 / Accepted: 13 February 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The Calculus for Kids project was deliberately designed to use computers in the transformation of curriculum. The intervention used multi-media learning materials to assist teachers and Year 6 (aged 11–12 years) students understand the principles of integral calculus. They used Maple mathematics software to solve real-world problems using these principles and by employing conventional mathematics notation on their individual computers. Between June 2010 and April 2016, it was implemented in 23 classes at 19 schools involving 434 students. Two methods were used to calculate effect sizes of 22.19 (pre-test/post-test Cohen’s d) and 1.17 (age-maturation). Positive gains were also found in students’ attitudes, particularly in Technology confidence. This article discusses methods for calculating effect sizes for transformational education with computers and recommends further research in the field. Keywords Transformation of learning . Primary education . Integral calculus . Computer-
based assessment . Learner attitudes/perceptions . Effect size of innovations
1 Introduction Digital transformation affects a third of the Australian economy, which faces “imminent and substantial disruption by digital technologies and business models” (Head 2016). Digital disruption is sought and celebrated in business (Staff Writer 2018), but where is digital disruption in academia and school education? Academics resist change (Blin and Munro 2008, p. 475), but have adopted virtual learning environments to reach online students out of economic necessity. Ten years ago, there was little evidence of
* Andrew E. Fluck [email protected]
1
University of Tasmania, Launceston, Australia
2
Australian Scientific & Engineering Solutions (ASES) Pty Ltd., Minto, Australia
Education and Information Technologies
transformative practice in the education sector, defined as “a serious transformation or alteration of the structure of teaching and learning activities taking place in formal education” (ibid p. 476). So, how can transformative digital disruption be encouraged in schools and universities? We need to overcome two major challenges to enable this digital transformation in schools - curriculum inertia and assessment technologies. Nine categories of curriculum inertia have been identified, with a global agency suggested as the only way to unblock them (Jónasson 2016). Further, the role of change agents at national or school level can be blocked because “it is very difficult for experts to add new disciplines to traditional fields of knowledge” (Bialik and Fadel 2017, p.3). Social concerns are also inhibiting the incorporation of digital devices into schools, with France legislating students under the age of 13 keep their mobile
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