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
Initial attempts to demonstrate 2 x 3 = 6 using objects
Prior to the start of the intervention the class had looked at multiplication in previous school terms and knew about fact families.
At the start of the intervention, 33.33% of the learners were able to write number sentences using the commutative law of multiplication, i.e. 2 x 3 = 6 and 3 x 2 = 6, but were unable to demonstrate what this meant using objects. 66.67% of the learners were unable to use the law of commutativity to write number sentences or demonstrate understanding using objects.
None of the learners knew the related division sentence in the fact family.
At the end of the intervention, 100% of the learners were able to write number sentences using the commutative law of multiplication and also demonstrate understanding using objects.
33.33% demonstrated good understanding of the related division sentence in the fact family and 33.33% were beginning to demonstrate understanding of related division facts but made some errors. 33.33% didn’t know the related division sentence in the fact family.
50% now also understood non-standard equations, with 16.66% secure in creating non-standard equations themselves.
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 were able to teach classmates how to use the app. One learner had downloaded the app and was making animations at home, and all learners said that they intended to download the app.
Findings
Several key findings from the data analysis were discovered:
All learners had improved their understanding of the commutative law of multiplication and their attainment in the multiplication assessment was greatly improved.
The learning had extended past the original remit to include non-standard equations and related division facts.
The strategy enhanced understanding and use of mathematical vocabulary and symbols.
High levels of pupil ownership and engagement were observed.
All learners picked up the animation basics very quickly and worked independently on the animations from day 1.
Narrating the animations was an essential 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’ understanding of the commutative law of multiplication 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. The mathematical talk was very rich.
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.