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Impact of social media in learning mathematics

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Dr. C.V. Suresh Babu
Dr. C.V. Suresh Babu

National Seminar on Social Media Networks and Society organised by Tamil Nadu Teachers Education University (TNTEU), Chennai and Indian Council of Social Science Research (IMPRESS), New Delhi on 3rd February 2021

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Impact of Social Media in Learning Mathematics Dr. C.V. Suresh Babu1 , S. Deepika2 1 Professor, Sathyasai B.Ed. College, Chennai, TN, India dr.c.v.suresh.babu@gmail.com 2 M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India sarveshrenu812@gmail.com Abstract – This paper will present the design of an empirical study on the impact of the social media in education with respect to mathematical teaching and learning. This proposed study will try identify the interest among students and find the causes for the changes in their structure of learning. During this COVID-19 period, students use social media by various activities to show their involvement. The study also attempts to reveal the various contribution rendered by current social media tools in improving the quality of education. KEYWORDS: Apps, social media, Integrated learning, Pedagogy, Technology, 1 Introduction The incorporation of social Media in education supported by the large amount of online educational tools, the exchange of knowledge, and the connections among education communities. The education eliminates certain space-time barriers in the teaching-learning process and enables the implementation of active methodologies. Social media facilitates participation among all agents of the education. It is designed to meet anticipated learners of Mathematics in many parts of the world. It is mandatory to analyses, search, and differentiate against the relevant data to its resolution. The use of sufficient technology, allows the discrimination of more relevant data. Mathematical skills reinforced by Technology and its importance have different teacher and student views: Teacher Perspective:  There are extensive reasons why every teacher should use social media to implement in maths class. Such reasons in terms of use are universal and span across the curriculum.  To ensuring the facilities of Quality in Mathematics. Students Perspective:  Social media has a lot to offer students as many researches shows that with Technology- based activities.  Effective technology can even promote student’s innovative skills and allow creating and manipulating their own presentations. For example, dynamic geometry’s apps available in social media helps the student to visualize and experience the associated processes through interactive changes that favour the exploration of all possibilities. Media resources are programming environments that develop language and mathematical thinking among learners and educators and also encourage the ability to solve problems.
2 Rationale background Today, Social Media are been used in schools as a separate entity, instead, schools must have an integrating tool into the learning and teaching processes particularly in Mathematics for effective understanding. Primary Objective:  To study the effective of using social media in mathematics teaching and learning done in various institutions across globally. Secondary Objective:  To improve the learning skills among students.  To develop critical and innovative thinking.  Frequently handling of technical tools.  Fun based mathematical activities. . 3 Literature Review The literature review shows that Social Media and ICT in the teaching of mathematics helps the students to create and interact. (Keong et al., 2005; Neurath & Stephens, 2006). A series of recent studies has indicated that the use of technological devices such as graphing calculators encourages interaction among students to share their knowledge and skills, to present their work with the aid of a projector, a screen and a laser pen. (Condie & Munro, 2007; Keong et al., 2005) This paper with a short review of the literature regarding the communication that occurred among students through the application of technology during the learning process promoted knowledge and information-sharing (Condie & Munro, 2007; Keong et al., 2005). Some authors have also suggested that the application of technologies such as the internet further facilitates students’ self-exploration (Keong et al., 2005; Ramli et al., 2006).The information technology can also develop students’ interest and involvement towards mathematics. (Keong et al., 2005; Neurath& Stephens, 2006). A large number of existing studies in the broader literature have examined, Microsoft Excel in learning Algebra can change students view point towards Algebra. (Hanim & Hairulniza, 2002; Norazrena & Khairul Anuar, 2011). The computer software developed students to identify their mistakes and make corrections (Ghavifekr et al., 2012). A more comprehensive description can be found in ICT technology encourage the students to think and solve Mathematical problems. (Condie & Munro, 2007; Keong et al., 2005). Insufficient training and reduced teaching time in the classroom. (Afolake & Shittu, 2005; Keong et al., 2005). When integrating ICT into their teaching the limited time in the classroom has become the main factor for educators. (Keong et al., 2005) It was reported in literature that 55.6% of Educators analyse the time limitation in the teaching schedule to use ICT facilities. (Rohani, 2011). 40.8% of insufficient training of teaching in Mathematical curriculum. (Abramovich, 2014; Afolake& Shittu, 2005).78.4% of students do not have best access to the required technology to facilitate virtually. (Keong et al., 2005; Ruthven et al., 2009). 76.3% recognised the factor of integrating ICT into learning and teaching process. (Afolake & Shittu, 2005; Palmer, 2003). The technologies have a favourable impact for Educators and students. (Rafiza & Maryam, 2013). ICT proven that student’s potential in preparing for twenty first century life. (Ghavifekr et al., 2012). This has been used in several studies to assess that the strategies should be well thought by the educators to implement more interaction among students. (Drew, 2011). This was successfully established and described that Educators can also utilise the Google apps for teaching and learning in mathematics. (Suzana & Khalid, 2014).
4 Research Design 4.1. Research Hypothesis  Null Hypothesis: There is no significant change in teaching using social media for secondary education. Learners and educators are well trained in their own technology.  Alternative Hypothesis: The frequency of the use of social media in secondary education depends up on the length of teaching and learning practice.  H1: Using of media has an impact on education improvement of secondary school students.  H2: Using of media has an impact to increase the motivation among secondary students.  H3: Using of media students are requested to frame own question-making skills in secondary education. 5 Technology driven modules Recent apps available in social medias provide free online modules to help students to learn and explore mathematics. Each tool is based on animated video involving interactive learning systems such as discussing mathematics in real life situations and students can also undertake various activities and tests to exhibit their knowledge and problem-solving skills. 6 Preliminary Findings The impact of Media on the educational improvement shows that there is no meaningful difference between using of tools in educational of boy and girl students in term of gender. 7 Suggestions The following are recent Social Media apps which can enhance learning math 1. Visual Math: KickBox and KickBox Litea math game created by MIND Research Institute and inspired by its penguin Jiji helps students learn key math concepts visually.. 2. Numbers: Students can walk through math problems to learn numbers, geometry, Measurement and more. 3. Geometry: Geometrical concepts with 3D images and shapes. 4. Algebra: (HMH Fuse: Algebra), this app brings an Algebra 1 textbook to life with interactive graphs, tools and equations. Quizzes and more are to engage students in math learning. 5. Algebra: Interactive workbook with variety of worksheets that include show me support videos. 6. Calculus: (Video Calculus) Similar to the Khan Academy videos, this app gives you more than 2 hours of free calculus instruction through its videos. It also includes 15 free featured lessons. 7. Probability & Statistics: (Statistics 1 for iPad). This statistics app, priced at $4.99, provides students with interactive tutorials, lessons and quizzes to learn statistics 8. Applying Math: (Rocket Math) In this app, student’s complete math problems in order to build their own rockets. 9. Applying Math: (SpaceTime for iPad or MathStudio). 2D and 3D diagrams are using by a student in graphic calculator. It’s definitely worth checking out. 10. Math Game: (MathBlasterHyperBlast) Students are big fans of fun learning. It’s brightly coloured, fast-paced and engaging with 30 math lessons.
These apps and activities could be used in whole class, small group with independent work scenarios. The various applicability of these applications is summarised in Table 1: Table 1: Applications applicability APPLICATION PRIMARY MIDDLE SECONDARY VISUAL MATH Yes Yes NUMBERS Yes Yes Yes GEOMETRY Yes Yes CALCULUS Yes PROBABILITY Yes Yes APPLYING MATH Yes Yes Yes MATH GAME Yes Yes Yes 8 Benefits for Teachers and Students  It’s a new model of knowledge sharing to the students with variety of tools to learn effectively at their own pace.  For example: using GOOGLE FORM allows Teachers to quickly create test and submit the Students response immediately.  Teachers and Students can access a variety of modern teaching and learning tools.  Online attendance, Class recordings creates more accountability for learners and Educators. 9 Scope for Further Research This study we identified following scope for research areas: 1. Current Issues and Trends in Mathematics Education 2. Technological Pedagogical Content Knowledge 3. Concepts and Principles of different medias in Mathematics Classroom 4. Building Manipulative-Interactive Media with Application 5. Exploring Three-Dimensional Space with Application 6. Building Digital Activity with Application 7. Game for Mathematics Teaching 8. Digital Math Environment 9. Assessment in Mathematics Learning using Social medias. 10 Conclusion Current COVID-19 pandemic has given new ways of Teaching and Learning processes, the role of social media has completely transformed from the traditional technologies to new generation tools. Students get more involved when their classes blended with technologies. It’s clearly seen that; effective use of Social Media tools enhances teaching of Mathematics and improves students’ involvement. 11 Acknowledgment We thank all our Faculty members, Math’s Educators of various schools in Chennai and our students and other anonymous reviewers for their valuable comments on our draft paper. 12 Disclosure statement No potential conflict of interest was reported by the authors.
REFERENCES Abramovich, S. (2014). Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology. International Journal of Mathematical Education in Science and Technology, 1, 1-19. http://dx.doi.org/10.1080/0020739x.2014.902134 Afolake, N., & Shittu, A. J. K. (2005). Evaluating the Impact of Technology Integration in Teaching and Learning. The Malaysian Online Journal of Educational Technology, 2, 23- 29. Condie, R., & Munro, B. (2007). Anlayse Impact of ICT on Learning and Teaching. In L. Seagraves, & S. Kenesson (Eds.), The Impact of ICT in Schools—A Landscape Review. Glasgow: University of Strathclyde. Ghavifekr, S., Razak, A., Ghani, M. A., Ran, N. Y., Meixi, Y., &Tengyue, Z. (2012). ICT Integration in Education: Incorporation for Teaching & Learning Improvement. The Malaysian Online Journal of Educational Technology, 2, 24-45. Hanim, S., & Hairulniza, Z. (2002). Pembangunan Perisian Pembelajaran Berpandukan Komputer (PBK) Bagi Tajuk Pecahan Tingkatan Satu Berdasarkan Model Pembelajaran ASSURE. Jurnal Teknologi Pendidikan Malaysia, 34, 121-130. Keong, C., H. Sharaf, H., & Daniel, J. (2005). A Study on the Use of ICT in Mathematics Teaching. Malaysian Online Journal of Instuctional Technology (MOJIT), 2, 43-51. Neurath, R. A., & Stephens, L. J. (2006). Classroom Notes the Effect of Using Microsoft Excel in a High School Algebra Class. International Journal of Mathematical Education in Science and Technology, 37, 721-727. Palmer, C. (2003). Using ICT in Mathematics Helping or Not? In R. Hudson (Ed.), Mathematics Teaching (pp. 9-11). Association of Teachers of Mathematics. Rafiza, A. R., & Maryam, A. R. (2013). Pembinaan Media Pengajaranberasaskan Multimedia di kalangan Guru ICTL. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1, 20-31. Ramli, B., Latifah, A. L., Noor, A. I., & Abd Rahman, N. N. N. (2006). The Impact of “Learning Skills for Open and Distance Learners” Course on Learner Attitudes towards E- Learning. In R. Bahroom, L. Abdol Latif, N. Azina Ismail, & N.N. N. Abd Rahman (Eds.), Konvensyen Teknologi Pendidikan ke 19, Langkawi (pp. 1055-1063). Selangor: Open University Malaysia. Ruthven, K., Deaney, R., & Hennessy, S. (2009). Using Graphing Software to Teach about Algebraic Forms: A Study of Technology-Supported Practice in Secondary-School Mathematics. Educational Studies in Mathematics, 71, 279-297. http://dx.doi.org/10.1007/s10649-008-9176-7 Suzana, S., & Khaild, F. (2014). Pengajaran dan Pembelajaran Menggunakan Perisian Google—Satu Analisis Kajian Lepas.In F. Khalid (Ed.), PengajaranSumber dan Teknologi Maklumat: Impaknyakeatas Penyelidikandalam Pendidikan (Vol.1, pp. 25-32). Bangi: Fakulti Pendidikan, UKM.

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Impact of social media in learning mathematics

  • 1. Impact of Social Media in Learning Mathematics Dr. C.V. Suresh Babu1 , S. Deepika2 1 Professor, Sathyasai B.Ed. College, Chennai, TN, India dr.c.v.suresh.babu@gmail.com 2 M.Ed. Student, Sathyasai B.Ed. College, Avadi, Chennai, TN, India sarveshrenu812@gmail.com Abstract – This paper will present the design of an empirical study on the impact of the social media in education with respect to mathematical teaching and learning. This proposed study will try identify the interest among students and find the causes for the changes in their structure of learning. During this COVID-19 period, students use social media by various activities to show their involvement. The study also attempts to reveal the various contribution rendered by current social media tools in improving the quality of education. KEYWORDS: Apps, social media, Integrated learning, Pedagogy, Technology, 1 Introduction The incorporation of social Media in education supported by the large amount of online educational tools, the exchange of knowledge, and the connections among education communities. The education eliminates certain space-time barriers in the teaching-learning process and enables the implementation of active methodologies. Social media facilitates participation among all agents of the education. It is designed to meet anticipated learners of Mathematics in many parts of the world. It is mandatory to analyses, search, and differentiate against the relevant data to its resolution. The use of sufficient technology, allows the discrimination of more relevant data. Mathematical skills reinforced by Technology and its importance have different teacher and student views: Teacher Perspective:  There are extensive reasons why every teacher should use social media to implement in maths class. Such reasons in terms of use are universal and span across the curriculum.  To ensuring the facilities of Quality in Mathematics. Students Perspective:  Social media has a lot to offer students as many researches shows that with Technology- based activities.  Effective technology can even promote student’s innovative skills and allow creating and manipulating their own presentations. For example, dynamic geometry’s apps available in social media helps the student to visualize and experience the associated processes through interactive changes that favour the exploration of all possibilities. Media resources are programming environments that develop language and mathematical thinking among learners and educators and also encourage the ability to solve problems.
  • 2. 2 Rationale background Today, Social Media are been used in schools as a separate entity, instead, schools must have an integrating tool into the learning and teaching processes particularly in Mathematics for effective understanding. Primary Objective:  To study the effective of using social media in mathematics teaching and learning done in various institutions across globally. Secondary Objective:  To improve the learning skills among students.  To develop critical and innovative thinking.  Frequently handling of technical tools.  Fun based mathematical activities. . 3 Literature Review The literature review shows that Social Media and ICT in the teaching of mathematics helps the students to create and interact. (Keong et al., 2005; Neurath & Stephens, 2006). A series of recent studies has indicated that the use of technological devices such as graphing calculators encourages interaction among students to share their knowledge and skills, to present their work with the aid of a projector, a screen and a laser pen. (Condie & Munro, 2007; Keong et al., 2005) This paper with a short review of the literature regarding the communication that occurred among students through the application of technology during the learning process promoted knowledge and information-sharing (Condie & Munro, 2007; Keong et al., 2005). Some authors have also suggested that the application of technologies such as the internet further facilitates students’ self-exploration (Keong et al., 2005; Ramli et al., 2006).The information technology can also develop students’ interest and involvement towards mathematics. (Keong et al., 2005; Neurath& Stephens, 2006). A large number of existing studies in the broader literature have examined, Microsoft Excel in learning Algebra can change students view point towards Algebra. (Hanim & Hairulniza, 2002; Norazrena & Khairul Anuar, 2011). The computer software developed students to identify their mistakes and make corrections (Ghavifekr et al., 2012). A more comprehensive description can be found in ICT technology encourage the students to think and solve Mathematical problems. (Condie & Munro, 2007; Keong et al., 2005). Insufficient training and reduced teaching time in the classroom. (Afolake & Shittu, 2005; Keong et al., 2005). When integrating ICT into their teaching the limited time in the classroom has become the main factor for educators. (Keong et al., 2005) It was reported in literature that 55.6% of Educators analyse the time limitation in the teaching schedule to use ICT facilities. (Rohani, 2011). 40.8% of insufficient training of teaching in Mathematical curriculum. (Abramovich, 2014; Afolake& Shittu, 2005).78.4% of students do not have best access to the required technology to facilitate virtually. (Keong et al., 2005; Ruthven et al., 2009). 76.3% recognised the factor of integrating ICT into learning and teaching process. (Afolake & Shittu, 2005; Palmer, 2003). The technologies have a favourable impact for Educators and students. (Rafiza & Maryam, 2013). ICT proven that student’s potential in preparing for twenty first century life. (Ghavifekr et al., 2012). This has been used in several studies to assess that the strategies should be well thought by the educators to implement more interaction among students. (Drew, 2011). This was successfully established and described that Educators can also utilise the Google apps for teaching and learning in mathematics. (Suzana & Khalid, 2014).
  • 3. 4 Research Design 4.1. Research Hypothesis  Null Hypothesis: There is no significant change in teaching using social media for secondary education. Learners and educators are well trained in their own technology.  Alternative Hypothesis: The frequency of the use of social media in secondary education depends up on the length of teaching and learning practice.  H1: Using of media has an impact on education improvement of secondary school students.  H2: Using of media has an impact to increase the motivation among secondary students.  H3: Using of media students are requested to frame own question-making skills in secondary education. 5 Technology driven modules Recent apps available in social medias provide free online modules to help students to learn and explore mathematics. Each tool is based on animated video involving interactive learning systems such as discussing mathematics in real life situations and students can also undertake various activities and tests to exhibit their knowledge and problem-solving skills. 6 Preliminary Findings The impact of Media on the educational improvement shows that there is no meaningful difference between using of tools in educational of boy and girl students in term of gender. 7 Suggestions The following are recent Social Media apps which can enhance learning math 1. Visual Math: KickBox and KickBox Litea math game created by MIND Research Institute and inspired by its penguin Jiji helps students learn key math concepts visually.. 2. Numbers: Students can walk through math problems to learn numbers, geometry, Measurement and more. 3. Geometry: Geometrical concepts with 3D images and shapes. 4. Algebra: (HMH Fuse: Algebra), this app brings an Algebra 1 textbook to life with interactive graphs, tools and equations. Quizzes and more are to engage students in math learning. 5. Algebra: Interactive workbook with variety of worksheets that include show me support videos. 6. Calculus: (Video Calculus) Similar to the Khan Academy videos, this app gives you more than 2 hours of free calculus instruction through its videos. It also includes 15 free featured lessons. 7. Probability & Statistics: (Statistics 1 for iPad). This statistics app, priced at $4.99, provides students with interactive tutorials, lessons and quizzes to learn statistics 8. Applying Math: (Rocket Math) In this app, student’s complete math problems in order to build their own rockets. 9. Applying Math: (SpaceTime for iPad or MathStudio). 2D and 3D diagrams are using by a student in graphic calculator. It’s definitely worth checking out. 10. Math Game: (MathBlasterHyperBlast) Students are big fans of fun learning. It’s brightly coloured, fast-paced and engaging with 30 math lessons.
  • 4. These apps and activities could be used in whole class, small group with independent work scenarios. The various applicability of these applications is summarised in Table 1: Table 1: Applications applicability APPLICATION PRIMARY MIDDLE SECONDARY VISUAL MATH Yes Yes NUMBERS Yes Yes Yes GEOMETRY Yes Yes CALCULUS Yes PROBABILITY Yes Yes APPLYING MATH Yes Yes Yes MATH GAME Yes Yes Yes 8 Benefits for Teachers and Students  It’s a new model of knowledge sharing to the students with variety of tools to learn effectively at their own pace.  For example: using GOOGLE FORM allows Teachers to quickly create test and submit the Students response immediately.  Teachers and Students can access a variety of modern teaching and learning tools.  Online attendance, Class recordings creates more accountability for learners and Educators. 9 Scope for Further Research This study we identified following scope for research areas: 1. Current Issues and Trends in Mathematics Education 2. Technological Pedagogical Content Knowledge 3. Concepts and Principles of different medias in Mathematics Classroom 4. Building Manipulative-Interactive Media with Application 5. Exploring Three-Dimensional Space with Application 6. Building Digital Activity with Application 7. Game for Mathematics Teaching 8. Digital Math Environment 9. Assessment in Mathematics Learning using Social medias. 10 Conclusion Current COVID-19 pandemic has given new ways of Teaching and Learning processes, the role of social media has completely transformed from the traditional technologies to new generation tools. Students get more involved when their classes blended with technologies. It’s clearly seen that; effective use of Social Media tools enhances teaching of Mathematics and improves students’ involvement. 11 Acknowledgment We thank all our Faculty members, Math’s Educators of various schools in Chennai and our students and other anonymous reviewers for their valuable comments on our draft paper. 12 Disclosure statement No potential conflict of interest was reported by the authors.
  • 5. REFERENCES Abramovich, S. (2014). Revisiting Mathematical Problem Solving and Posing in the Digital Era: Toward Pedagogically Sound Uses of Modern Technology. International Journal of Mathematical Education in Science and Technology, 1, 1-19. http://dx.doi.org/10.1080/0020739x.2014.902134 Afolake, N., & Shittu, A. J. K. (2005). Evaluating the Impact of Technology Integration in Teaching and Learning. The Malaysian Online Journal of Educational Technology, 2, 23- 29. Condie, R., & Munro, B. (2007). Anlayse Impact of ICT on Learning and Teaching. In L. Seagraves, & S. Kenesson (Eds.), The Impact of ICT in Schools—A Landscape Review. Glasgow: University of Strathclyde. Ghavifekr, S., Razak, A., Ghani, M. A., Ran, N. Y., Meixi, Y., &Tengyue, Z. (2012). ICT Integration in Education: Incorporation for Teaching & Learning Improvement. The Malaysian Online Journal of Educational Technology, 2, 24-45. Hanim, S., & Hairulniza, Z. (2002). Pembangunan Perisian Pembelajaran Berpandukan Komputer (PBK) Bagi Tajuk Pecahan Tingkatan Satu Berdasarkan Model Pembelajaran ASSURE. Jurnal Teknologi Pendidikan Malaysia, 34, 121-130. Keong, C., H. Sharaf, H., & Daniel, J. (2005). A Study on the Use of ICT in Mathematics Teaching. Malaysian Online Journal of Instuctional Technology (MOJIT), 2, 43-51. Neurath, R. A., & Stephens, L. J. (2006). Classroom Notes the Effect of Using Microsoft Excel in a High School Algebra Class. International Journal of Mathematical Education in Science and Technology, 37, 721-727. Palmer, C. (2003). Using ICT in Mathematics Helping or Not? In R. Hudson (Ed.), Mathematics Teaching (pp. 9-11). Association of Teachers of Mathematics. Rafiza, A. R., & Maryam, A. R. (2013). Pembinaan Media Pengajaranberasaskan Multimedia di kalangan Guru ICTL. Jurnal Kurikulum & Pengajaran Asia Pasifik, 1, 20-31. Ramli, B., Latifah, A. L., Noor, A. I., & Abd Rahman, N. N. N. (2006). The Impact of “Learning Skills for Open and Distance Learners” Course on Learner Attitudes towards E- Learning. In R. Bahroom, L. Abdol Latif, N. Azina Ismail, & N.N. N. Abd Rahman (Eds.), Konvensyen Teknologi Pendidikan ke 19, Langkawi (pp. 1055-1063). Selangor: Open University Malaysia. Ruthven, K., Deaney, R., & Hennessy, S. (2009). Using Graphing Software to Teach about Algebraic Forms: A Study of Technology-Supported Practice in Secondary-School Mathematics. Educational Studies in Mathematics, 71, 279-297. http://dx.doi.org/10.1007/s10649-008-9176-7 Suzana, S., & Khaild, F. (2014). Pengajaran dan Pembelajaran Menggunakan Perisian Google—Satu Analisis Kajian Lepas.In F. Khalid (Ed.), PengajaranSumber dan Teknologi Maklumat: Impaknyakeatas Penyelidikandalam Pendidikan (Vol.1, pp. 25-32). Bangi: Fakulti Pendidikan, UKM.