Low-Tech Classrooms May Improve Math Scores
Limiting technology in the classroom may lead to higher math scores.
McMinnville, OR, December 10, 2010 --(PR.com)-- A study out in November shows that U.S. students again lag behind many industrialized countries in math scores. Research by a Linfield College professor suggests that low-tech math classrooms may promote stronger math skills. As it turns out, Americans may not really need all those gadgets in the classroom.
“The biggest surprise was a shocking lack of technology in the classrooms,” said Nancy Drickey, an education professor who spent part of 2009 observing classrooms in Japan, ranked in 11th place as compared to 31st place for the U.S. according to the Stanford University study.
People view Japan as one of the most technologically advanced countries in the world, but in the schools Drickey visited not a single student pulled out a calculator. There were no overhead projectors or televisions, and no sign of laptops, other computers or SMART Boards. In fact, the only “technology” used was different colors of chalk or magnetic cutouts to help demonstrate geometrical shapes.
This approach runs counter to the U.S. strategy, where technology is viewed as a panacea and SMART Boards are used even at the elementary level.
“The question that arises is, ‘Does Japan’s limited use of technology in mathematics classes improve or interfere with learning in the classroom?’” Drickey said.
Although her research uncovered other findings that may account for high Japanese math scores — including highly competent educators, meaningful leading questions and more time for processing — the results also point to the possible benefits of limiting, or outright banning, technology in the classroom.
“Japanese teachers were presenting lessons that could have relied on calculators, but the expectation was that students could do the math themselves,” Drickey said. “By rarely using calculators or other tools for computations, Japanese students were forced to rely on their skills as young mathematicians.
“The ability to think mathematically, without the aid of an outside resource, could help students process mathematical problems more accurately and efficiently, and ultimately lead to higher math scores,” she said.
Observations and interviews took place in 12 middle school classrooms in Tokyo, Yokohama, Kyoto and Hiroshima. The study included both private and public schools in Japan and the results were compared to a similar study in the U.S. in 2007.
Contact: Nadene LeCheminant, nlechem@linfield.edu, 503-883-2321.
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“The biggest surprise was a shocking lack of technology in the classrooms,” said Nancy Drickey, an education professor who spent part of 2009 observing classrooms in Japan, ranked in 11th place as compared to 31st place for the U.S. according to the Stanford University study.
People view Japan as one of the most technologically advanced countries in the world, but in the schools Drickey visited not a single student pulled out a calculator. There were no overhead projectors or televisions, and no sign of laptops, other computers or SMART Boards. In fact, the only “technology” used was different colors of chalk or magnetic cutouts to help demonstrate geometrical shapes.
This approach runs counter to the U.S. strategy, where technology is viewed as a panacea and SMART Boards are used even at the elementary level.
“The question that arises is, ‘Does Japan’s limited use of technology in mathematics classes improve or interfere with learning in the classroom?’” Drickey said.
Although her research uncovered other findings that may account for high Japanese math scores — including highly competent educators, meaningful leading questions and more time for processing — the results also point to the possible benefits of limiting, or outright banning, technology in the classroom.
“Japanese teachers were presenting lessons that could have relied on calculators, but the expectation was that students could do the math themselves,” Drickey said. “By rarely using calculators or other tools for computations, Japanese students were forced to rely on their skills as young mathematicians.
“The ability to think mathematically, without the aid of an outside resource, could help students process mathematical problems more accurately and efficiently, and ultimately lead to higher math scores,” she said.
Observations and interviews took place in 12 middle school classrooms in Tokyo, Yokohama, Kyoto and Hiroshima. The study included both private and public schools in Japan and the results were compared to a similar study in the U.S. in 2007.
Contact: Nadene LeCheminant, nlechem@linfield.edu, 503-883-2321.
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Contact
Linfield College
Nadene LeCheminant
503-883-2321
www.linfield.edu
Nadene LeCheminant
503-883-2321
www.linfield.edu
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