Summary: Multiple Representation Skills and Creativity Effects on Mathematical Problem

Solving using a Multimedia Whiteboard System
Title: "Multiple Representation Skills and Creativity Effects on Mathematical Problem

Solving using a Multimedia Whiteboard System"
Name: Teresa Jakubowski
Date: March 25, 2009

Reference: Hwang, W.-Y., Chen, N.-S., Dung, J.-J., & Yang, Y.-L. (2007). Multiple Representation Skills and Creativity Effects on Mathematical Problem Solving using a Multimedia Whiteboard System. Educational Technology & Society, 10 (2), 191-212. Retrieved, March 23, 2009, from http: http://www.ifets.info/journals/10_2/17.pdf

Problem:

According to the article some researchers had pointed out that students’ good representation skills derived from problem solving is the key to acquire a successful solution. The study is to explore how primary school students use multiple representation skills including text, graph, symbol, rule, and formula in mathematical problem solving process.

The researchers are trying to show clear advantages of Multi- model learning of mathematics. Citing from the article, “The mathematics learning process should be active and meta-cognitive.”

They are also suggesting that teachers should design mathematical problem solving activities supported by a Multimedia Whiteboard System to improve student multiple representation skills and creativity.

Context:

25 six-grade primary school students were tested and selected as excellent students in mathematics in the school. They participated in mathematical problem solving learning activity using multimedia whiteboard system. It included drawing tools, voice recording tools, and editing functions. The students could draw and modify their own mathematical calculation process and describe their solutions. They also could use tools such as line, circle, rectangle, and text; and the editing functions: copy, paste, cut, move, undo, and redo. Each student was assigned 21 problems, 16 numeric and 5 geometric problems. The experiment lasted for one semester, about 4 months. The students participated two math class sessions for a total of 80 minutes every week.

During solving activities students were able to revise their solutions many times. Their solutions were classified and evaluated into three types of representations: text or voice (T), graph or symbol (G), rule or formula(R). Each representation was marked with a quantity grade and a quality grade respectively. Two teachers reviewed students’ solutions, and came up with a grade for every student after discussion. The students were asked not only to solve problems, but also criticize two of other students’ solutions.

Findings:

The analysis revealed that the students’ representation performance, R (rule or formula), was

better than T (text or voice) and G (graph or symbol) on both quality and quantity scores.

During the solving activity, most students did not have ideas about how to creatively solve problems. They simply used their remembered formulas and applied to get a solution. It was not easy for them to use verbal, text, or graph to explain the meaning of the solutions. Arithmetic problems were very easy, but writing down texture description for the solutions was very difficult.

Recommendations:

The key to achieve a higher performance in mathematical problem solving is the ability of coordinating representations of text or voice and graph or symbol.

All students should have the ability to manipulate text, voice, graphic, or symbol, all together in problem solving.

The designed web-based multimedia whiteboard system can better facilitate students in giving multiple representations during mutual criticism. The tool should be adapted to support students while solving mathematical problems.

The multimedia whiteboard system is recommended for teachers to design mathematical problem solving activities to improve students’ multiple representation skills.