The Outcomes
The learners were assessed at the start of the intervention and again at the end of the intervention using statistical test results, classroom observation, and pupil voice.
For the mathematics
Prior to the start of the intervention the class had used Diennes units and tens in place value lessons and had been identified as struggling with the concept.
At the start of the intervention, learners were able to represent 2-digit numbers using objects as ones but didn’t take into account the different values of the objects such as 1p and 2p coins, and couldn’t think of any other way to represent the numbers. All learners scored 0% on the mathematical assessment.
When shown three unit cubes and a ten stick, all of the learners identified it as 31. When shown different ways of partitioning 2-digit numbers, none of the learners correctly identified any of the representations that used tens or units other than the exact quantity of ones.
At the end of the intervention, all learners scored 100% on the mathematical assessment and were able to correctly identify standard and non-standard partitioning of numbers. They could correctly identify numbers using a mixture of tens and ones, regardless of how they were presented. They were also all able to represent numbers in a variety of ways using ones, tens, and a mixture of tens and ones.
All learners indicated that they really enjoyed learning mathematics through animation.
Digital Competence
At the start of the intervention, none of the learners had heard of or used stop-motion.
At the end of the intervention, all the learners were able to independently create a stop-motion animation, and all but one had downloaded the app for themselves and were making animations at home.
Findings
Several key findings from the data analysis were discovered:
All learners had improved their understanding of place value and their attainment in the place-value assessment was greatly improved.
The strategy enhanced understanding and use of mathematical vocabulary.
High levels of pupil ownership and engagement were observed.
All learners picked up the animation basics very quickly.
Narrating the animations was an important part of the process and greatly enhanced learners’ understanding.
“Presenting information visually, verbally, and numerically helps children to truly
comprehend complex mathematical information. When ideas are expressed so
that the words and the images work together seamlessly, true communication
results.
”
Conclusions
ExplanAStory demonstrates evidence of impact on developing learners’ conceptual understanding of place value and their enjoyment of mathematics. It also encouraged learners to work independently and in collaboration, and developed their digital skills. The strategy was an ideal vehicle for assessing learners’ understanding in an authentic, no-pressure environment and for addressing their misconceptions.
This would suggest that ExplanAStory is a useful strategy for teachers to have in their pedagogical toolbox. However, further research is needed, including setting up control groups for comparative data and to evaluate the impact of other instruction the learners experience in the duration of the study.