Geometry Interactive
This suite of six Excel files (programs) is aimed at pupils in KS2 and KS3, however I have also used it successfully with Foundation groups in KS4. There are three teachers’ programs, which can be used with interactive whiteboard or with small groups (e.g. with learning support or a mentor) and three pupil programs, which develop the ideas in the teachers’ programs and can be worked by individuals or as paired working. All the files are accompanied by clear instructions as a Word file on the disc. Also included are types of question one might ask and ideas for extension. There is the added advantage that the files can easily be adapted for one’s own use by cutting pasting and editing, e.g. to give to pupils a task sheet to go with their work without having to do a complete re-write. This could be especially useful in a mixed-ability or mixed-age class.
The programs (Geoboards, Colour squares, Triangles) were very easy to set up and have tasks at different levels. As a teacher, they allowed me to display the shapes and angles quickly and accurately on the whiteboard. The ability to use different colours for the shapes made an attractive presentation that was appreciated by the pupils. The uncluttered screen helped focus them on the activity and not on peripheries.
The programs aim to encourage thinking, discussion, questioning, problem solving and reasoning whilst developing and consolidating pupils’ knowledge of Shape and Space. I found this to be the case when using the program with groups of weak Y9 and Y11 students (levels 2 to 5). The pupils liked the interactive programs as it allowed them to correct mistakes quickly and easily and feel successful once the correct solution had been obtained (a very important aspect for those who struggle with mathematics). They spent more time on task than would have been the case with working from books. They compared solutions, argued the answer, used ‘What if we ......’, ‘Could we ....’, ‘It will be .... because ....’ Phrases rarely used when working from books. I also noticed them sharing responses and helping each other gain the correct answer by suggesting possible solutions.
When working as a whole class, some pupils worked on paper trying their answers before putting them onto the board to share with the whole class, others went straight to the whiteboard, put on their first thoughts then, if incorrect, sought help and ideas from others within the class, in other words they began to lead their own discussion. The pupil programs they found easy to use and quickly developed their accuracy skills as the feedback was instant. When using the triangles program pupils used the computer calculator to help calculate the angle, which led to greater success, and developed confidence and ability to describe the type of triangle. Rachel (Y11) commented, ‘That was good, I’ve really got the hang of angles now.’ (Normally she would want someone to check each answer as she worked). I noticed her speed and accuracy of response increase in the lesson to the point where she was hardly using the calculator. Charlotte (Y11) ‘That was a lot better than having to draw and measure them.’ Sarah (Y11), who really struggles with anything more than very basic skills, said (smiling), ‘I enjoyed that, I think I understand angles now’. The Y11 are keen to use the program again to help with their GCSE revision of Space and Shape.
When using the Colour Squares problems, Y9 lowest set were not only able to predict the changes in area and perimeter of shapes when squares were added or subtracted (including in the middle of the shape) but were able to explain how the changes occurred and to predict other changes. This clearly demonstrated thinking and reasoning skills that are not always apparent. Being able to change the ‘picture’ on the whiteboard rapidly helped them make the connections better than if they had had to spend time drawing. Pupils who struggle drawing shapes with set criteria for symmetry on paper found that they were able to be successful once they were using the program and gradually learnt how to achieve the correct result with fewer checks. As they could adapt their answers they stayed on task and persisted whereas using paper for the same task they soon lost interest.
James (Y9) observed, ‘If you take one square out of the middle of the rectangle, the perimeter goes up by four as the square sides add to four. Each time you take out a square you find the perimeter of that square and then add it to the rectangle’s perimeter to get the answer.’ Louis (Y9) ‘That was good; it’s much better than doing it on paper’.
Sarah (Y9) ‘I could make mine into a picture and make it have a line of symmetry and then lines of symmetry by colouring some more’. (Did not move beyond squares and rectangles on paper) Jake (Y9) – when asked to do symmetrical shapes on paper – (holding head in hands), ‘I don’t know what to do!’; when using the program, (smiling) ‘I’ve got it right!’.
It is a program that needs looking at before using in the classroom. The activities need to be decided on before hand and some preparatory work needs to be done before pupils use the problems, especially on vocabulary for Geoboards. With Triangles work in measuring sides and angles and comparing measurements needed to produce different types of triangle would be advantageous for the later activities. The programs can be revisited as the questions are randomly generated and there are various levels of difficulty.
I would certainly recommend this piece of software for KS2 through to KS4. Our learning support staff is also enthusiastic and will be using it in support time. Once installed it is quick and easy to set up. Notes on how to cope with macros are included and also ways to overcome any screen resolution problem. Although I used it successfully with our weaker pupils the activities would also challenge the more able students in KS3. I feel it is something they can work on independently, in pairs or as a whole class and by varying the activities makes it suitable for mixed ability classrooms. Feedback is instantaneous helping build independence, confidence and self-esteem.
Alison Parish • 2nd in Mathematics, Stowmarket High School, Suffolk (Alison is a member of ATM)
Geometry Interactive
ATM
List Price: £50.00
Non-members: £37.50
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