Calculus for kids: Engaging primary school students in engineering mathematics

Field: Social Sciences (Social Sciences)

<b>BACKGROUND OR CONTEXT</b>The 'Calculus for Kids' program is a research project conducted through the University ofTasmania and Australian Maritime College. The project was created to provide primaryschool students with an application based understanding of engineering mathematics,through ICT, and ultimately encourage students into the field of engineering.<b>PURPOSE OR GOAL</b>The aim of the project is to teach year 6 primary school students the concept of integralcalculus, through the use of real-world engineering problems and the mathematics software; MAPLE. This paper explains the 'Calculus for Kids' program and demonstrates how it combines real-world problem solving and ICT to engage students in complex engineeringmathematics. In addition, the paper will explore the application of the program that oneschool adopted and the observations that were made throughout the program.<b>APPROACH</b>Fluck et. al (2014) outline that the 'Calculus for Kids' program consists of four stages;produce and modify material, teacher training, implementation of the program into schoolsand assessment of the results. The approach within the classroom differs only slightly withthe omission of producing the materials and a focus on how the program will be implementedinto that particular school. St. Therese Primary School Torquay became involved in thisprogram in 2014 as a means to further challenge students in mathematics. The school'sinvolvement commenced with a teacher being trained to conduct the program. Since theinitial training the school has run the program twice and is currently in the middle stages of itsthird program.<b>DISCUSSION</b>The results of the project thus far have demonstrated that "very young students couldachieve at much higher levels when using computer technology"(Fluck, Chin, Ranmuthugala& Penesis, 2014, p.1). The overall benefit of the program in the school community has seenan increasing confidence in student's own mathematical abilities. Additionally, students havebeen observed to place an importance on challenging themselves to understand complexmathematical concepts. The only complaint received from parents was that of "why is mychild not involved in this program?" Due to the success of the initial program, we have thisyear provided it as an option to all Year 5 and 6 students. By choice, the students sign up tothe program and we have a cohort of 25 students for the current program and another 25students for the subsequent program that will initiate in Term 3.<b>RECOMMENDATIONS/IMPLICATIONS/CONCLUSION</b>Due to the nature of schools there were a number of implications to conducting such aprogram in the classroom. As a school it was decided to run this as an extra program, not inmathematics sessions, therefore it had to be scheduled in elsewhere. In addition, there isonly one teacher trained in the program and it has been observed as important that thisteacher have a strong mathematical background. However, these challenges were overcome, and it became clear that student outcomes and mathematical self-efficacyavailable from the program were worthwhile.