An abacus is used to help solve maths problems. After researching and teaching myself how an abacus is used, it prompted my question for this week; are mathematical tools as effective as technology today?

Abacus

Lumen (2018) explains ‘the idea of number and the process of counting goes back far beyond history began to be recorded. There is some archeological evidence that suggests that humans were counting as far back as 50,000 years ago’. It is important to have an understanding of the history of our maths and number systems in order to have an appreciation for it. It can also allow us to see how counting has progressed over time. This can be useful to highlight to pupils as it can give them a more broad view of mathematics if they can see where concepts originated and progressed.

So why did counting systems evolve is they previously were non existent? Lumen (2018) states ‘as societies and humankind evolved, simply having a sense of more or less, even or odd, etc., would prove to be insufficient to meet the needs of everyday living’. This can highlight the relevance of counting as a part of maths as it was needed for everyday living. Emphasising the relevance of concepts in maths is becoming a common theme as I progress through this module as I find myself searching for the real life contexts.

Therefore, if tools such as an abacus were created in order to meet the needs of daily living, it would make sense for them to still be of use today. Although technology may solve problems faster or more easily, physical tools can still provide an effective learning experience for children.

Counting Tools Today

These methods made me think about a tool used in maths today called Numicon. When using this on my professional practice, I found that children engaged with it much more positively as they found it interesting and enjoyable. NCTEM (2018) states ‘when Numicon patterns are arranged in order, pupils begin to notice important connections between numbers for instance that each number is one more than the last and one fewer than the next, odd and even numbers and place value’. Pupils who would otherwise refuse to engage with mathematics would thoroughly enjoy activities using these tools. This was because they perhaps felt as though they were not doing maths, or what they perceived it to be. This highlighted for me that it was not maths itself that caused the pupils to be reluctant but their attitudes to traditional maths learning. This further reinforces the idea of relevance that is essential in maths understanding. This also answers my question as to why tools such as these are still used in place of technology. These number tools are also versatile and perhaps this is why they have adapted with the times and are still relevant.

Calculators 

Forrester (2003, p.8) proposes the idea that it is more effective to have children use a calculator to discover how many ways to make the number ten as opposed to using a calculator to solve a series of problems. This is an example of children gaining a deeper understanding of mathematics and using tools to discover and investigate for themselves. Forrester (2003, p. 8) also states ‘a class set of graphic calculators allows each pupil to have a simple ‘mini-computer’ at their own desk, available when required without a trip to the school computer suite’. This means that using calculators in class provides pupils with a small piece of technology that is easily accessible and can be used within the classroom. This could mean more opportunity for solving maths problems in less traditional ways and more chance for pupils to investigate maths for themselves.

Technology

Forrester (2003, p.2) explains it is important as teachers to constantly be aware of changes in technology in order to provide an effective learning experience. This means that as part of continuing professional development, teachers should keep updated with implementing technology to teach maths. Forrester (2003, p. 3) states ‘teachers have now been struggling for many years to integrate calculators and computers effectively into their day-to-day teaching’ this means that although some teachers may be capable of bringing new technologies into the classroom, they are finding it difficult to implement this. I therefore think that it is important to continue to be creative and inventive in teaching mathematics in order to implement tools and technologies effectively.

Conclusion

Therefore, physical tools and objects are still useful in classrooms today. These tools such are versatile and provide a different learning experience for pupils, stepping away from traditional methods. It also allows them to develop a deeper understanding through their own investigation. Technology today is also a useful tool in mathematics but in order to be effective, teachers should take the responsibility to stay updated and be creative.

References

Lumen Learning Mathematics for the Liberal Arts (2018). Early Counting Systems. Available at: https://courses.lumenlearning.com/math4liberalarts/chapter/early-counting-systems/. (Accessed: 17/10/18).

National Centre for the Excellence of Teaching Maths (2018). Numicon. Available at:https://www.ncetm.org.uk/public/files/266859/Sue_Rayner_Resource_Sheet_A.pdf. (Accessed: 17/10/18).

Way, Jenni, and Toni Beardon (2003). ICT and Primary Mathematics. England: Open University Press.

The HEV Project. (2013). Abacus Lesson 1: Introduction, Proper Technique and History of the abacus.(online video). Available at: https://www.youtube.com/watch?v=SkUdjlQy3rk. (Accessed: 23/10/18)