cross-reality mathematics: becoming aware of the visual instinct
TRANSCRIPT
Cross-Reality Mathematics:Becoming Aware
of theVisual Instinct
The Physical Educational EnvironmentCentimeter cubes and Base Number
Sheets (BNS) comprise the
physical manipulatives.
Students can build numbers to visually
see quantities.
Numbers must remain small due
to time, matter, and space.
The Virtual Educational Environment
Itonlytakes1.org interacts with Discover 0 through 4 to facilitate subQuan learning.
Discover 0
Discover 1
Discover 2
Discover 3
Discover 4
The Immersive Educational Environment
Second Life allows us toprototype, collaborate, and implement
lessons.
The ResearchNine children,
between the ages of three and five, spent 45 minutes learning how to subQuan.
The Set-up
P = Physical V = Virtual I = Immersive
G1A for the first child in Group 1 at 5 years and 3 months old, etc.
The Initial QuizPhysical Virtual Immersive
The Environments
Physical
Virtual
Immersive
The Post-Survey
Each child was asked which environment was their favorite.
The Follow-up Quiz
2-weeks later
Physical
Virtual
Immersive
The ResultsAccuracy of subQuans in the initial assessment.
Accuracy of subQuans in the final assessment.
SubQuan Capability by Age
Ease of Environments
As noted by researcher per:1. Time delay in
completion2. Facial consternation3. Timidity of response
Fun of Environments
As noted by researcher per:1. Cognitive engagement2. Desire to continue toward
completion3. Enthusiasm
Survey Results
Responses when askedwhich environment was their favorite.
The ModificationsDid change:Grouping children in pairs.Re-evaluating subQuan capability after two-weeks.
Would like to have changed:Use of consistent vocabulary (small, medium, large).More examples in the physical environment.Participant background data.Better camera angles.Memory enhancers.
Differentiation Between Media
• Inconclusive: one child from each group noticeably grasped subQuanning.
• Most fluidity was found in Group 5: P-I-V.• Physical environment found to be most
difficult.• Immersive environment found to be the most
interesting.• Virtual environment found to be the easiest.
Implications for Future Research
• How would the ability to subitize affect the ability to subQuan? (memory)
• Using colors to denote positive and negative, a ‘combining’ study at this age level would be fascinating.
• Using subQuan as a tool for discovery of students with dyscalculia would allow for early intervention.
• Longer duration of learning sessions with subQuan need to be investigated.
Counting vs. Subitizingin
subQuan
How much does counting enhance or detract from our natural ability to subitize and what ramification does this have on subQuanning?
Conclusion
• SubQuan has been successfully demonstrated to bypass the normal process of learning large numbers: i.e. first teaching counting to twenty, then to a hundred, followed by teaching place values.
• All realities are important for the absorption and connection of this new foundation in mathematics to the individual learner.
• This research could lead to a paradigm shift in math education.
Up next:
1. 5th/6th grade research
2. High school online math research
Contacts
• [email protected]• [email protected]• [email protected]
• http://dreamrealizations.org• http://itonlytakes1.org
• http://twitter.com/iot1• http://www.facebook.com/pages/Dream-Reali
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