Pilot study on the impact of VLE on mathematical concepts acquisition within secondary education in England
Nwabude, Aaron A.R. (2010) Pilot study on the impact of VLE on mathematical concepts acquisition within secondary education in England. World Academy of Science, Engineering and Technology, 69. pp. 1-6. ISSN 2010-376X (Print), 2010-3778 (Online)
PDF (Open Acess)
7663_NWABUDE__OA_v45-1_(2010).pdf - Published Version
Available under License Creative Commons Attribution.
The research investigates the “impact of VLE on mathematical concepts acquisition of the special education needs (SENs) students at KS4 secondary education sector” in England. The overall aim of the study is to establish possible areas of difficulties to approach for above or below knowledge standard requirements for KS4 students in the acquisition and validation of basic mathematical concepts. A teaching period, in which virtual learning environment (Fronter) was used to emphasise different mathematical perception and symbolic representation was carried out and task based survey conducted to 20 special education needs students [14 actually took part]. The result shows that students were able to process information and consider images, objects and numbers within the VLE at early stages of acquisition process. They were also able to carry out perceptual tasks but with limiting process of different quotient, thus they need teacher’s guidance to connect them to symbolic representations and sometimes coach them through. The pilot study further indicates that VLE curriculum approaches for students were minutely aligned with mathematics teaching which does not emphasise the integration of VLE into the existing curriculum and current teaching practice. There was also poor alignment of vision regarding the use of VLE in realisation of the objectives of teaching mathematics by the management. On the part of teacher training, not much was done to develop teacher’s skills in the technical and pedagogical aspects of VLE that is in-use at the school. The classroom observation confirmed teaching practice will find a reliance on VLE as an enhancer of mathematical skills, providing interaction and personalisation of learning to SEN students.
|Additional Information:|| Open Access stands for unrestricted access and unrestricted reuse. All manuscripts submitted to World Academy of Science, Engineering and Technology are assumed to be submitted under the open access publishing model without any article processing and publication charges. In the open access publishing model, papers are peer-reviewed in the normal way under scientific editorial control. When a paper is accepted for publication, published paper appears electronically and is freely available from website at no cost. Authors may also use their published .pdf's for any non-commercial use on their personal or non-commercial institution's website. World Academy of Science, Engineering and Technology applies the Creative Commons Attribution (CC BY) license to works we publish. This license was developed to facilitate open access – namely, free immediate access to, and unrestricted reuse of, original works of all types. Under this license, authors agree to make articles legally available for reuse, without permission or fees, for virtually any purpose. Anyone may copy, distribute, or reuse these articles, as long as the author and original source are properly cited.|
|Uncontrolled Keywords:||VLE, mathematical concepts acquisition, pilot study, SENs, KS4, education, teacher|
|Subjects:||L Education > L Education (General)
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
|Faculty / Department / Research Groups:||Faculty of Education & Health|
|Last Modified:||14 Oct 2016 21:34|
Actions (login required)
Downloads per month over past year