Maths online is a maths tutoring program, specifically designed by Australian teachers for use in Australian schools. Essentially, it can be used like a combined maths text book and tutor/teacher. The content is divided into subjects, topics, sub-topics and lessons, with each lesson comprising clear and concise audio instruction, diagrams and worked solutions. Following the lessons, there are worksheets and topic tests, which are automatically assessed by the program upon completion. Maths online has also been set up to involve parents, providing them with regular reports regarding their child's progress (Mathematics.com.au Pty Ltd 2011).
Maths online has a number of obvious limitations. To start with, it is performing a roll that could be filled by a well prepared teacher with a text book. Also, from a personal perspective, the "clear and concise" explanations could also be described as under emphasised and boring. Even if students don't share this view, the lessons themselves are not interactive. Each lesson simply comprises the narrator 'telling' the student how to perform the task. The narrator is not directly interacting with the student, which is an obvious limitation in engaging them (Churchill 2011). However, the biggest limitation of maths online in my opinion, is the fact that the lessons make little, and in many cases no attempt to highlight how the material might be relevant to the student. The lessons are generally presented as mere tools for problem solving, with little reference to the value of maths to society, and no reference to the intrinsic value (or interest) of the maths itself. Relating subject matter to students in a way that is relevant to them is critical for engaging and motivating them, and this is therefore a major short coming (Churchill 2011).
Despite its limitations, maths online can definitely be a valuable resource for students and teachers. The ability to "rewind the teacher" (Mathematics.com.au Pty Ltd 2011) is valuable for students who need time to grasp the concepts, particularly students who may be shy about asking teachers to repeat themselves. Also, the "clear and concise" explanations may not be exciting, but they are clear, they are concise, and most importantly they are correct. Even the best teachers will find themselves under prepared on occasion, or find themselves sick, leaving their class to an under prepared relief teacher. A boring explanation is better than a bad one, particularly from the perspective of maintaining student respect, which is an important aspect of classroom management. Lastly, the ability of maths online to involve parents is extremely valuable, as parental involvement is another key factor in educational outcomes for students (Desforges and Abouchaar 2003) .
References:
1. Mathematics.com.au Pty Ltd, 2011. 'Maths Online', http://www.mathsonline.com.au, viewed 18 April 2011.
2. Desforges and Abouchaar, 2003. 'The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment: A Literature Review', Queen's Printer, 2003.
3. Churchill, R, 2011. 'Teaching: Making a difference', Part 2, John Wiley & Sons Australia, Ltd.
No comments:
Post a Comment