Unification of Multimedia with Techniques of Art and Vedic Aphorisms for Development of Mathematical Skills: A Study of Indian and UK School Students
DOI:
https://doi.org/10.7160/eriesj.2020.130303Keywords:
Mathematical Skills, Multimedia, Techniques of Art, Vedic AphorismsAbstract
Multimedia programs having a number of elements like Texts, spoken words, sound & music, graphics, animations and still pictures provide different stimuli in their presentations. Art is the field of education that provides a platform for rigorous investigation, representation, expression, and reflection of both scholastic content and the art form itself. The integration of art with other subjects of the school curriculum can open new pathways of learning for students. Vedic Mathematics is an approach to resolve the crisis in education especially in the field of mathematics. It is not simply a collection of new computational techniques; rather, it provides an entirely different approach to the mathematical computation based on pattern recognition. The present paper deals with the development of multimedia packages using techniques of art and Vedic aphorisms on some selected common topics of curriculum of UK and Indian elementary mathematics and the effectiveness of multimedia packages for the development of mathematical skills. The study was conducted using quasi experimental design for research in both countries. The quantitative analysis of data revealed that the multimedia packages developed by using techniques of art and Vedic Aphorisms have significantly improved the mathematical skills of UK elementary school students.
References
Ausubel, D. P. (1990) Education and Cognitive Processes : Psychological Guidance for the Teachers. Edotore, Milano: FrancoAngeli.
Betrancourt, M. (2005) The Animation and Interactivity Principles in Multimedia Learning. New York: Cambridge University Press.
Borko, H., Jacobs, J., Eiteljorg, E., and Pittman, M. E. (2008) ‘Video as a Tool for Fostering Productive Discussions in Mathematics Professional Development’, Teaching and Teacher Education, Vol. 24, No. 2, pp. 417–436. https://doi.org/10.1016/j.tate.2006.11.012
Brophy, J. E. (2004) Using Video in Teacher Education. Oxford: UK: Elsevier.
Brown, M., Brown, P. and Bibby, T. (2008) ‘I would rather die: Reasons given by 16 years old for not continuing their study of mathematics’, Research in Mathematics Education, Vol. 10, No. 1, pp. 3–18. https://doi.org/10.1080/14794800801915814
Björklund, C. and Björkman, E. A. (2017) ‘Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art’, International Journal of Early Years Education, Vol. 25, No. 2, pp. 98–111. http://dx.doi.org/10.1080/09669760.2017.1287061
Cheung, A. C. K. and Slavin, R. E. (2013) ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis’, Educational Research Review, Vol. 9, pp. 88–113. http://dx.doi.org/10.1016/j.edurev.2013.01.001
Clark, L. (2012) ‘Maths ‘too hard for students and dons’: Universities drop subject from science courses’, Mail Online. 10 February, Available at: https://www.dailymail.co.uk/news/article-2099022/Maths-hard-students-dons-Universities-drop-subject-science-courses.html.
Dani, S. G. (1993) ‘Myth and reality: on ’Vedic Mathematics’, Frontline, Vol.10, No. 21, pp. 90–92.
Fenyvesi, K. Koskimaa, R. and Lavicza, Z. (2015) ‘Experiential Education of Mathematics: Art and Games for Digital Natives’, Kasvatus ja aika, Vol. 9, No. 1, pp. 107–134.
Flanagan, F. (2002) An Educational Enquiry into the use of Concept Mapping and Multimedia to Enhance the Understanding of Mathematics. Dublin City University.
Fowler, C. (1996) Strong arts, strong schools: The promising potential and shortsighted disregard of the arts in American schooling. Newyork: Oxford University Press.
Ghazzawi, M.T. (2002) ‘Designing an Instructional Software and Studying Its Effects and the Effect of the Motion Variable on the Sixth Graders Achievement for Certain Concepts in Al -Haj, Journal of Educational and Psychological Sciences, Vol. 3, No. 4, pp. 14–51. http://dx.doi.org/10.12785/JEPS/030401
Harlin, R. and Brown, S. (2007) ‘An arts-integrated approach for elementary level students’, Childhood Education, Vol. 83, No. 3, pp. 172–174. https://dx.doi.org/10.1080/00094056.2007.10522905
Hillman, J. (2014) Mathematics after 16 : the state of play, challenges and ways ahead, Nuffield Foundation, [Online], Available: https://www.nuffieldfoundation.org/sites/default/files/files/Mathematics_after_16_v_FINAL.pdf [9 Sep 2020].
Ismail, S. A. B. S. and Sivasubramniam, P. (2010) ‘Multiplication with the Vedic method’, Procedia - Social and Behavioral Sciences, vol. 8, pp. 129–133. http://dx.doi.org/10.1016/j.sbspro.2010.12.018
Krishna Prasad, K. (2017) ‘An Empirical Study of Role of Vedic Mathematics in Improving the Speed of Basic Mathematical Operations’, International Journal of Management, IT and Engineering, Vol. 6, No. 1, pp. 161–171.
Katgeri, A. V. (2017) ‘Effectiveness of Vedic Mathematics in the Classrooms’, Scholarly Research Journal for Interdisciplinary Studies, Vol. 4, No. 36, pp. 6765–6772. http://dx.doi.org/10.21922/srjis.v4i36.10016
Kaufmann, L. (2008) ‘Neural correlates of number processing and calculation: Developmental trajectories and educational implications.’, In Dowker, A. (ed.) Mathematical difficulties: Psychology and intervention. San Diego: CA:Academic Press, pp. 1–12.
Krug, D. H. and Cohen-Evron, N. (2000) ‘Curriculum integration positions and practices in art education’, Studies in Art Education, Vol. 41, No. 3, pp. 285–275. https://dx.doi.org/10.2307/1320380
Luzón, M. and Letón, E. (2015) ‘Use of Animated Text to Improve the Learning of Basic Mathematics’, Computers & Education, Vol. 88, pp. 119-128. https://doi.org/10.1016/j.compedu.2015.04.016
Maccini, P. and Gagnon, J. C. (2000) ‘Best practices for teaching mathematics to secondary students with special needs’, Focus on Exceptional Children, Vol. 32, No. 5, pp. 1–22. https://doi.org/10.17161/foec.v32i5.6919
Maccini, P. and Gagnon, J. C. (2006) ‘Mathematics instructional practices and assessment accommodations by secondary special and general educators’, Exceptional Children, Vol. 72, No. 2, pp. 217–234.
Malik, S. and Aggarwal, A. (2012) ‘Use of Multimedia as a New Educational Technology Tool–A Study’, International Journal of Information and Education Technology, Vol. 2, No. 5, pp. 468-471. http://dx.doi.org/10.7763/IJIET.2012.V2.181
Mayer, R.E. (2012) Multimedia Learning. Cambridge: 2nd edition, Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Mayer, R.E. and Johnson, C.I. (2008) ‘Revising the redundancy principle in multimedia learning’, Journal of Educational Psychology, Vol. 100, No. 2, pp. 380–386. https://doi.org/10.1037/0022-0663.100.2.380
Melnick, S. A., Witmer, J. T. and Strickland, M. J. (2011) ‘Cognition and student learning through the arts’, Arts Education Policy Review, Vol. 112, No. 3, pp. 154–162. https://doi.org/10.1080/10632913.2011.566100
Moreno, R. and Mayer, R. E. (2004) ‘Personalized Messages That Promote Science Learning in Virtual Environments’, Journal of Educational Psychology, Vol. 96, No. 1, pp. 165–173. https://doi.org/10.1037/0022-0663.96.1.165
Moreno, R. and Mayer, R. E. (2005) ‘Role of Guidance, Reflection, and Interactivity in an Agent-Based Multimedia Game’, Journal of Educational Psychology, Vol. 97, No. 1, pp. 117–128. https://doi.org/10.1037/0022-0663.97.1.117
Moreno, R. and Valdez, A. (2007) ‘Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format’, Journal of Educational Psychology, Vol. 99, No. 1, pp. 194–206. https://doi.org/10.1037/0022-0663.99.1.194
Noyes, A. and Sealey, P. (2012) ‘Investigating participation in Advanced level mathematics: A study of student drop-out’, Research Papers in Education, Vol. 27, No. 1, pp. 123–138. https://doi.org/10.1080/02671520903288885
Pryor, C. R. and Bitter, G. G. (2008) ‘Using multimedia to teach inservice teachers: Impacts on learning, application, and retention’, Computers in Human Behavior, Vol. 24, No. 6, pp. 2668–2681. https://doi.org/10.1016/j.chb.2008.03.007
Rabkin, N. and Redmond, R. (2006) ‘The arts make a difference’, Educational Leadership, Vol. 63, No. 5, pp. 60–64.
Richard, D. (ed.) (2002) Critical Links: Learning in the Arts and Student Academic and Social Development. Washington, D.C.: Arts Education Partnership.
Seago N. (2015) ‘Using Video as an Object of Inquiry for Mathematics Teaching and Learning’, Advances in Research on Teaching, Vol. 10, pp. 259–286. http://dx.doi.org/10.1016/S1479-3687(03)10010-7
Shadish, W. R., Cook, T. D. and Campbell, D. T. (2002) Experimental and qusi experimental designs for generalized casual inference. Boston: Houghton-Mifflin.
Sharma, H. (2018) ‘Effectiveness of educomp smart classroom teaching on retention in mathematics at elementary level’, International Journal of Multidisciplinary Research and Development, Vol. 3, No. 6, pp. 160–164.
Slavin, R. E. and Smith, D. (2009) ‘Effect of sample sizes on effect size in systemic reviews in education’, Educational Evaluation and Policy Evaluation, Vol. 31, No. 4, pp. 500–506. http://dx.doi.org/10.3102/0162373709352369
Slavin, R. and Madden, N. A. (2011) ‘Measures inherent to treatments in program effectiveness reviews’, Journal of Research on Educational Effectiveness, Vol. 4, No. 4, pp. 370–380. https://doi.org/10.1080/19345747.2011.558986
Sweller, J. (2005) Implications of cognitive load theory for multimedia learning. New York: Cambridege University Press.
Tramonti, M. (2017) ‘Mathematics Education reinforced through innovative learning processes’, EDULEARN17 Proceedings, pp. 9279–9284. https://dx.doi.org/10.21125/edulearn.2017.0744
Tramonti, M. (2018) ‘Technology and Art to Improve Mathematics Learning’, In Proceedings of INTED2018 Conference. Valencia, Spain, pp. 1492–1497. http://doi.org/10.21125/inted.2018.0254
Wang, J. and Hartley, K. (2003) ‘Video Technology as a Support for Teacher Education Reform’, Journal of Technology and Teacher Education, Vol. 11, No. 1, pp. 105–138.
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Surinderjit Kaur Bawa, Rekha Kaushal, Jaswinder Kaur Dhillon
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.
