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Learning Mathematics in the 21st century: Can we add with technology?

November 13, 2020 por Elena Arias Ortiz - Julián Cristia - Autor invitado 1 Comment


Entry by Elena Arias Ortiz, Julian Cristia and Santiago Cueto


“On Friday I reached 5,578 points and I managed to get 8 more flags. How many points do you have?” Sebastian asks his little friend. “I only got to 5,300, but I managed to get past Juan and now I’m second!” Ana replies enthusiastically. We might think that this conversation took place on a weekend, between kids playing video games, but it is a conversation after math class. Yes, math. How is this possible?

The use of game elements outside the context of games – known as gamification – has become an increasingly used strategy in education. The basic idea behind gamification is that introducing simple game elements such as points, badges, and the use of rankings, can transform a relatively boring task into an engaging activity. Like practicing math.

Gamification is not simply creating a game; it implies a pedagogical approach to get the student more involved. In line with the experiential learning theory, the central idea is that the best way to learn is by doing or having experiences that help remember information and facts. Gamification and technology turn a task into something interactive and more attractive for students, and therefore increase their motivation and engagement, elements that are recognized as fundamental for learning. Recent evidence in our region shows that technology and gamification combined can have very positive effects on student learning, as is the case with the Conecta Ideas program in Chile.

Is this just an example or is it possible for technology to improve math learning? Which models that use technology appear to be  most promising? How can the governments of Latin America and the Caribbean improve math learning using technology?

These are the questions we address in the book “Learning Mathematics in the 21st Century: Adding Technology to the equation” published jointly by the IDB’s Research Department and the Education Division. together leading regional and international experts in the field to guide governments on how to better harness the potential of technology to enhance student learning. Specifically, the book focuses on mathematics, a critical area of learning as it is the basis for developing critical thinking, and other cognitive skills, and in which most students in the region do not even reach basic levels of proficiency.

In the first part of the book, the reasons for the low mathematics performance of students in our region are analyzed. One of the main problems is, precisely, that the experience of a girl or boy in a traditional mathematics class in Latin America and the Caribbean is not a very dynamic or interactive experience. Teachers tend to use techniques based on formulas and memorization, not adapted to the level of ability or prior knowledge of their students. It also describes that little collaborative work is done during class and that there is a lack of tactile and visual support materials that stimulate the exploration of concepts.

In this context, how can technology be used to improve math learning in our region? The second part of the book describes programs that have been implemented in primary schools within and outside the region, and with evidence that support their effectiveness. Based on the review of these models and their characteristics, we found three main recommendations to implement an effective program that uses technology.

1) With limited resources, we must implement simple and focused solutions

A common mistake is trying to cover many learning objectives in one program. This makes implementation complex and difficult and generates poor results. It is best to focus on a specific subject and grade to be supported with technology, or even a specific area of the math curriculum. One of the programs uses interactive platforms that allow exploration of the concepts of Fractions and Geometry from the 4th and 5th grade math curriculum. This facilitates not only design, but also implementation and monitoring of results, by explicitly guiding the use of technology towards a learning objective.

2) Ensuring the use of the comparative advantages of technology

If we keep traditional teacher-centered pedagogical practices unchanged, technology won’t do much by itself. Successful technology programs take advantage of its comparative advantages such as: i) using software that favors exploration, visualization, and problem solving; ii) use technology in a way that allows for differentiation of instruction, this ranges from personalizing education to giving different activities to groups of students; iii) use technology in a way that increases motivation using gamification; iv) use technology that can give automatic and immediate feedback to students as well as teachers; and v) use technologies that promote collaboration, such as implementing math tournaments between schools, which encourages students to help each other.

3) Support with technology, support with pedagogy and support individually

The teacher is the key actor in education, and we must support him to adopt technology. However, the programs analyzed also show the importance of training going beyond technology and including practical and specific pedagogical support for teachers that aims to facilitate behavioral change. Finally, the models also show that the traditional recipe for theoretical, generic and massive training does not help to develop competencies among teachers. That is, we must support our teachers with technology, with pedagogy and its implementation in the classroom in a personalized way.

The issue of the use of technology for learning is even more relevant given the current context of the COVID-19 pandemic. To educate our young people, beyond developing the basic skills they need to enter the job market, the new imperative is to accelerate the digital transformation of our education systems guided by the evidence of what works to generate the learning that young people need.

Do you know of programs in your country that are using technology in an effective way to support the learning of mathematics for children and young people? Share your opinion in the comments section, or on Twitter mentioning @BIDEducacion #EnfoqueEducacion.


Filed Under: Educational systems, English, Infrastructure and educational technology, Uncategorized

Elena Arias Ortiz

Elena Arias Ortiz is a Senior Education Specialist. She joined the Inter-American Development Bank (IDB) in 2011 as part of the Young Professional Program. Her first rotation was in the Competitiveness and Innovation Division. Since then, she has been part of the Education Division. Before joining the IDB, she previously worked as a consultant for the World Bank, UNDP, and the European Commission. Elena holds a Master Degree in Economic Analysis and a Ph.D. in Economics, both from the Université libre de Bruxelles (ULB). Her research focuses mainly on the development of skills and the transition of student to higher education and the workplace and the use of digital tools to improve learning. Her publication record includes international peer-reviewed journals.

Julián Cristia

Julian Cristia is a Principal Economist in the Research Department at the Inter-American Development Bank. His current research analyzes how governments can promote skills development using technology in a cost-effective way. He has evaluated programs that introduced technology into schools and expanded access to pre-primary education. Additionally, he has produced systematic reviews on early childhood development, the use of technology in education and how to improve learning in primary schools. His work has appeared in the American Economic Journal: Applied Economics, Journal of Development Economics, Journal of Human Resources, and Journal of Health Economics. His research has been covered by several media outlets including The Economist, NPR, and Associated Press. Prior to joining the IDB, he worked as an Associate Analyst in the Health and Human Resources Division of the Congressional Budget Office. Cristia holds a PhD in Economics from the University of Maryland.

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  1. Learn ZOE, Online Math Tutorial says

    November 9, 2021 at 5:19 am

    Collaboration is essential to learning, and distance hasn’t changed that it’s probably more essential than ever. Students benefit from sharing their ideas and considering and building on the ideas of others.

    Reply

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Education In Focus

"Education In Focus" is the Education Division's blog, a space where our specialists and guest authors share their reflections, experiences and knowledge to promote informed discussions on educational issues among policy makers, experts, teachers, parents, and other stakeholders. Our goal: to provide insights to public policies that guarantee effective and quality education for all children and young people in Latin America and the Caribbean.

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