$3 million project to study networked graphing technology in math, science classrooms

COLUMBUS -- A new $2.99 million grant to Ohio State University will help teachers use graphing calculators and a classroom network to track what their algebra, physics and chemistry students are learning.

The grant from the U.S. Department of Education's Institute of Education Sciences funds a College of Education project involving 120 Algebra I teachers and 30 physical science teachers from 28 states, along with 10,000-15,000 students over the next four years. Participating teachers have been randomly assigned to four different groups called cohorts.

The first two cohorts of mathematics teachers began work this autumn, mostly in classrooms from 8th to 10th grade. One cohort and their beginning algebra students are using graphing calculators along with TI-Navigator™ networking software for the hand-held devices. In later years, the remaining participating teachers will also receive training and begin teaching in networked classrooms.

“The goal is to improve achievement in mathematics and science, to improve classroom communication, and to improve teaching practices,”said Karen Irving, assistant professor of teaching and learning.

“The potential for building students' capacity for self-regulated learning within these classrooms holds promise for increasing student achievement within mathematics,”said Stephen Pape, associate professor of teaching and learning. Irving, a science educator, and Pape, a mathematics educator, are members of the OSU research team.

Teachers will be able to gather students' answers from their calculators, and then view them during class to assess whether the students understand the concepts being taught.

In a networked classroom, teachers find that students are more interested, engaged and understanding of subject matter. There are higher levels of discussion and interactivity, and increased student ability to gauge their own level of understanding.

The grant provides for summer institutes at Ohio State for the teachers, who all have experience with graphing calculators. They will receive additional training through the Internet and an on-line forum for discussion. In addition, participants will attend the annual Teachers Teaching with Technology (T3) conference.

Researchers will test the students at the beginning and end of the course. In addition, student motivation and teacher practice surveys will provide researchers with information about learning in a networked classroom.

The research team is led by mathematics educator Douglas Owens, professor of teaching and learning and director of the state-funded West/Central Center for Excellence in Science and Mathematics, headquartered in the College of Education.

In addition to Owens, Pape and Irving, the OSU team includes co-principal investigator Frank Demana, professor emeritus of mathematics.

They are joined by Louis Abrahamson of the Better Education Foundation, headquartered in Virginia. Abrahamson was an early pioneer in the use of hand-held response-system technology and networking. He and co-workers found that networked students are more actively engaged, less embarrassed if they make mistakes, and more able to concentrate on learning.

Other partners on the grant include: Christy Kim Boscardin and Joan Herman of UCLA/CRESST (Center for Research on Evaluation, Standards and Student Testing), advising on research design and data analysis; and Jeremy Roschelle of SRI International, serving as an adviser to the project.