Children learning about numbers using DVD

Reflective Blog One

Date:  10-8-10 (Tuesday)

During free play, a three-year old child B entered the computer room. I asked her what her preference was. She chose the “numberjacks” DVD because she watched one of the episodes last week. She turned on the main menu and pressed the first adventure called “The trouble with nothing”. “Numberjacks” were superheros who journeyed into the world to solve problems with the help of children as agents. The adventure began with a “Numberjack song”. Although B did not remember the lyrics, she was able to follow the melody. The numberjacks two to six appeared on the screen. Agent 33 called, reporting that things were disappearing in many places. The numberjacks sang an “Alarm song” to choose a numberjack to investigate. Again B hummed the song with the characters in the story. Because “6” was the largest number, he was chosen to investigate. He found that “zero” was making things disappear. The solution was to ask “one” to help to get “one” of everything. Finally “6” got “zero” back home. They discussed how to prevent “zero” making trouble again.

I recognise that learning was taking place while B was watching the DVD. Yelland (2007) claimed that “In a (computer) microworld learners are able to actively explore concepts in new and dynamic ways that would not have been possible without the technology, and in so doing construct knowledge that has meaning for them” (Yelland, 2007, p. 23). B learned numerals through interaction with the “numberjacks” in the story. She was able to recognise the numerals and say the counting sequence from one to ten accurately as they appeared on the screen. She was capable of countdown from ten as she sang the numberjack song. Copley (2008) claimed that the development of number concepts was important for it provided the foundation for much of what was taught in mathematics (Copley, 2008). Later when “6” was chosen to investigate the problem, B learned that “6” was the biggest number of the numberjacks. The concept of zero was shown by “numberjack zero” making all things disappear. This was an interesting and effective way to introduce “zero” to children. Yelland (2007) asserted that the old ways to teaching, reading, writing, arithmetic by rote and practice until mastery was insufficient. Nowadays, people needed to show the ability to be innovative, creative and to work collaboratively to solve problems (Yelland, 2007). Through the DVD, B’s mathematical thinking and problem solving skills were extended. The first step the numberjacks took was to understand the problem reported by the agent. Then they used the “Brain Gain” machine to work out how to solve the problem. Next they carried out the plan by sending “6” to achieve the mission. After the problem was solved, they reviewed their solution. Te Whāriki stated that as part of a world revolution in communication, technology, work and leisure, children will need to develop confidence in themselves and to be able to continue acquiring new knowledge and skills (Ministry of Education, 1996). Problem solving and the knowledge of using the computer are some of the new knowledge and skills that should be acquired by learners in the twenty-first century.

Computers do not weaken children’s learning; instead they enhance, extend and increase their learning experiences (Tsantis et al., 2003). I think the computer should also be used to encourage children’s social interactions. Research proved that the computer was a catalyst for sharing information, developing language and making decision. Therefore, I would advise B to play with one other child rather than alone (Tsantis et al., 2003). Moreover, Copley (2008) suggested that teachers should verbalize and restate concepts and processes. They should ask children questions and listen carefully to what they say. Comments and questions posed by children indicated what they understand and misunderstand (Copley, 2008). By asking B questions and listening attentively to her I can have a better understanding of what she has learned so that I can scaffold her learning. Lastly, I realized that B knew the sequence of numbers but was unable to actually count with accuracy and understanding. She had not grasped the concept of counting. Her verbal counting had no connection to the objects she was trying to count. Therefore I should model and directly teach B one-to-one correspondence counting sequence skill (Copley, 2008). Watching DVD on the computer does not ensure that children grasp the meaning of one-to-one correspondence.