Evalvation of interactive textbook for elementary school - Written algorithms of Multiplication and Division

Zaradi vse hitrejšega napredka tehnologije na vseh področjih se čuti njen razvoj tudi v šolstvu. Začelo se je intenzivno uvajanje računalnika in interneta v sam pouk. Učilnice so opremljene z interaktivnimi tablami in računalniki ter internetnimi priključki. Prav zaradi tega so pričeli strokovnjaki z urejati spletna gradiva, učbenike za vse predmete. Spletni (interaktivni) ali tako imenovani e- oziroma i-učbenik je podoben tiskanim učbenikom, le da vsebuje veliko dodatnega besedilnega, zvočnega, slikovnega, animacijskega in simulacijskega gradiva. Učencem nudi kakovostnejši pogled na učno snov, čeprav je prav tako napisan in urejen, kot tiskani, po učnem načrtu. E-učbenik sledi ciljem učnega načrta. V delu nas je zanimalo poučevanje matematike po i-učbeniku v 4. razredu osnovne šole. Analizirali smo diplomske in magistrske naloge, ki vsebujejo preizkušanje i-učbenika za matematiko za različne vsebine v osnovni šoli in gimnaziji. Naredili smo povzetek vseh nalog in zapisali ugotovljene prednosti in pomanjkljivosti uporabe i-učbenika pri poučevanju matematike. Pozornost smo namenili tudi znani nizozemski metodi – realistični metodi poučevanja matematike. Gre za metodo, pri kateri moramo upoštevati učenčevo aktivnost in doprinos k rešitvam aritmetičnih problemov. Pri reševanju matematičnih problemov so pomembne učenčeve lastne življenjske izkušnje in njegovo predznanje. Primerjali smo realistično metodo daljšega načina deljenja z metodo, ki uporabljamo v Sloveniji pri poučevanju deljenja. V raziskovalnem delu smo preverili s pomočjo inicialnega in finalnega testa, ali drži, da je znanje kakovostnejše, če pri poučevanju uporabljamo računalnik, internet in i-učbenik.Due to a faster progress of technology, its development is also present in the education system. It is seen in the intensive introducing of computers and internet into the lessons. Classrooms are equipped with interactive whiteboards, computers, and Internet connections. For this reason, the experts have started preparing the Web materials and textbooks for all subjects. Web (interactive), or so called e-textbook, is similar to a regular printed textbook, except that it contains a lot of extra text, audio, still images, animation and simulation material. Although it is written and designed as the printed version, and according to the curriculum, it offers the pupils a better perspective on the curriculum. E-textbook follows the aims of the curriculum. We were interested in teaching mathematics with the use of an e-textbook in the fourth grade of elementary school. We analysed some dissertations which contain evaluation of mathematics e-textbooks for elementary and secondary schools. A summary of all tasks was made which served as a base for determining the advantages and disadvantages of the use of e-textbook in mathematics teaching. We focused on the well-known Dutch method – Realistic mathematics education method, where the pupil’s activity and contribution to the solutions of arithmetic problems need to be considered. Pupil’s prior knowledge and life experience are also very important. We compared the realistic method of the long division with the method used in Slovenia. In the empirical part, we focused on the influence of e-textbook on the pupil’s success in final test. Our research sample included two sections of the fourth-year class. The research showed that six lessons of teaching with the help of e-textbook had positive influence on the final test results in the experimental group, even though the results of the initial test showed no statistical difference between the two groups. The pupils from the experimental group achieved a bit better results at the final test (5 %) than those from the control group, but again, the statistical difference could not be shown. We believe it is a result of a not big enough research sample. The results show that e-textbook and the pupils’ individual work with the computer contributed immensely to achieving better results of the pupils in the experimental group