What are courseware and digital content types for mathematics?

The field of Mathematics uniquely lends itself to the use of digital content types to aid in the display and manipulation of instructional materials. There are several ways to define the different content types for mathematics. In their article Re-examining categories of computer-based learning in mathematics education Handal and Herrington (2003) examine a framework for the classification of digital tools being employed in mathematics education today. The framework they present is based off of earlier works by several authors (see Luehrmann, 2002 and Deubel, 2010) and defines six key categories of mathematical instructional technologies: Drills, Tutorials, Games, Simulations, Hypermedia, and Open Ended Learning Environments. What follows is a brief description of each category and an example. The format of this post is structurally based off of Handal and Herrington’s framework.

Drills

Math Drills are common in most lower level math classes. They present students with a method of repeatedly practicing a basic skill in order to increase their mastery. Drills vary widely in their presentation format from basic worksheets to interactive games. Here are some examples:

MathDrill.com: http://www.mathdrill.com/MathApp.php3
Number Munchers: http://www.numbermunchers.org/muncher.html
Math Magician: http://resources.oswego.org/games/mathmagician/cathymath.html

Tutorials

Math tutorials differ from drills in that they typically aim to not only allow a student to practice a skill but to also introduce new skills. Math tutorials also vary in their presentation from text books to interactive simulations. Here is an example:

Visualmathlearning.com: http://www.visualmathlearning.com/pre_algebra/chapter_8/chap_8.php

Games

Educational gaming is a movement that is gaining in acceptance in many educational settings. According to Handal and Harringron (2003), “In a game situation the learner engages in a lose/win situation that requires the practice of skills assumed to be known or in the process of development.” Many free math based games are available on the web. Here are some examples:

Coolmath-games.com: http://www.coolmath-games.com/0-feed-fribbit-addition/index.html and http://www.coolmath-games.com/lemonade/
Themathgames.com: http://themathgames.com/

Simulations

Simulations differ from games in that they attempt to present students with a representation of a real world situation. For example a simulation of an audio wave may allow you to change parameters such as pitch to view the resulting change in the waveform and mathematical function. More complex mathematical simulations are available online such as:

The stock market: http://www.smg2000.org/

and

NASA simulations: http://www.knowitall.org/nasa/simulations/math.html


Hypermedia

Like Computer based instruction, hypermedia based instruction is a full features educational tool designed to aid the student in learning new concepts. Hypermedia tools are adaptive and use the student’s achievement to provide them with level appropriate challenges. The AssistMENT program is one example of a Hypermedia Base Instructional system: http://www.assistments.org/.


Tools and Open-Ended Learning Environments

There are also many other tools that aid both the student and the instructor in the learning and teaching of math. Examples include: spreadsheets, databases, and calculators.

The examples presented here are just the beginning! There are many additional tools available to you for integrating digital content into your mathematics lessons that can be found using a quick web search.


Deubel, P (2010). Technology integration: Essential questions. Retrieved February 7, 2010, from the Computing Technology for Math Excellence Web site: http://www.ct4me.net/technology_integr.htm

Handal, B., & Herrington, A. (2003). Re-examining categories of computer-based learning in mathematics education. Contemporary Issues in Technology and Teacher Education [Online serial], 3(3). Available: http://www.citejournal.org/vol3/iss3/mathematics/article1.cfm

Luehrmann, A. (2002). "Should the computer teach the student..."— 30 years later. Contemporary Issues in Technology and Teacher Education [Online serial], 2(3). Retrieved May 28, 2003, from http://www.citejournal.org/vol2/iss3/seminal/article2.cfm