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The study into the use of Roamer in promoting basic concepts in geometry for a group of Year 2 pupils

Extracts from this document...

Introduction

Pritti Shah Mathematics and Information Technology Communication The study into the use of Roamer in promoting basic concepts in geometry for a group of Year 2 pupils Submitted in part fulfilment of the requirements for the award of the Undergraduate Masters in Primary Teaching May 2001 Abstract Acknowledgement I would like to thank the school in which I carried out my teaching placement and for all the support the class teacher gave me through the time I spent there. I would also like to thank my family and friends for helping me thought the rough times I had trying to complete this project I know I wasn't the easiest person to get on with but look I've finished now. Content Page No. Rationale 5 Context Analysis 6 Research setting 9 Research Project 10 Implementation 11 Research Plan 13 Presentation, analysis and Interpretation Lesson 1 15 Lesson 2 16 Lesson 3 17 Lesson 4 18 Lesson 5, 6, 7, 8 20 Lesson 5a, 6a 23 Lesson 9 25 Reflections 26 Recommendations 27 Bibliography 28 Appendices 29 In year four of the M.Teach degree, I am required to carry out a school-based research project. I have decided to explicitly explore an aspect of children's learning within the Mathematics component. This research project is a study into the use of Roamer in promoting basic concepts in geometry for a group of Year 2 pupils. Rationale The reasons for choosing this investigation was because of the class I was placed in for my teaching experience. It was in a Year 2 class. Before the serial practice started, in January, I was able to become familiar with the all children in the class. I knew at the end of the year the children were to take their SAT's and according to the National Curriculum (NC) "the majority of children aged seven years are expected to reach a level 2 descriptor in all core subjects."1 Luckily for myself, my specialist subject is Mathematics and it is one of the core subjects that children will sit for the SAT test. ...read more.

Middle

Also following the schools policy to provide a safe and secure environment for children it would not be appropriate to mention the children in this study. Throughout the time spent in the school I have discussed all procedures with the class teacher and shared all evidence I have gained from the study so that the class teacher is thoroughly informed with what I am doing with the children when I take them out of class. The lessons were planned to help promote basic geometry shapes and evidence was collected. All shall be presented, analysed and interpreted in the next chapter Presentation, Analysis and Interpretation of Data During this chapter I will present a series of assessments taken place at the beginning of the study to find out what the children knew about 2D shapes. Followed by a brief analysis and interpretation of the lessons conducted on an experimental and control group. To conclude I will present the assessment results taken at the end of the study which will show the group that had learnt about shapes more productively. Results from Lesson 1 The table below shows the group I had selected from the whole class Circle Triangle Square Rectangle Pentagon Hexagon Child 1 Yes No Yes No No No Child 2 Yes Yes Yes No No No Child 3 Yes No Yes Yes Yes Yes Child 4 No No No No No No Child 5 No No No No No No Child 6 Yes No Yes No Yes Yes Yes= children were able to stick 2D shape to the correct name. No= children were not able to stick 2D shape to the correct name. This activity was difficult for these children to complete as some of the children were not able to comprehend what the 2D shape names were, however it helped me choose the group I was to work with. The results above show the children who were not able to place the correct shape to the correct name, which resulted to being my sample group. ...read more.

Conclusion

This can be expressed within classroom teaching; therefore it needs to be taken on board when planning. Planning with progression seems to demand a high level of assessment and record keeping in order for the progression to be apparent. "Planning for Progression requires a vision of where we are going."10 When planning teachers need to also focus about assessments, as they are an important part of teaching these days. Assessments allow teachers to have a record of what children know and have learnt. Assessment is now formally required in primary schools. The task of assessment is an important part of the teacher's role, which should inform the work, selected for individuals or group work in order for learning to take place in children's development. The research methods used in this study were appropriate especially in the length of time I had to conduct the study. By using the case study approach it allowed me to monitor children's learning and thinking. However to know if the Roamer was affective in the long term memory I would have had to go back to the study and made another assessment, which would mean that the study would have been a longitudinal study which I did not have the time for. I should have also asked teachers opinions on whether they had used a Roamer in the classroom in the form of a questionnaire. This would have shown a more meaning study and insight into classroom teaching. The value of the research had made me see the potential a Roamer can make to children's thinking in mathematics. It motivated the children and also they were willing to learn about shapes because they were given a challenge that they had to solve. If I had the opportunity I would have devised a book for the school emphasising the benefits a Roamer when using the Logo program can have in teaching children about shapes. To extend the study I could have investigated the use of roamer in other National Curriculum subjects no only maths. ...read more.

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