Web-Base Instruction on Mathematics

Introduction
<strong>Web</strong>-<strong>Base</strong> <strong>Instruction</strong> on Mathematics
Abstract
Professor Dr. Bunpot Suwannaprasert
Department of Mathematics
Faculty of Science
Naresuan University
This study investigates the feasibility of utilizing existing technology as a
mean to develop a prototype Thai <strong>Web</strong>-<strong>Base</strong> <strong>Instruction</strong> (TWBI) for teaching
mathematics on the Internet. Results of this study indicates that it is possible to
develop a TWBI by using HTML mixed with other package programs for teaching
mathematics. The results could also be applied to different instructional subjects.
According to the progress of Internet, all instructors may need to change their ways of
teaching. Only the chalkboard is not enough for teaching model at present. Now, most Thai
universities have their own Internet servers. Students and professors also have their own e-
mail addresses. And they all use Internet for various purposes. So, it is appropriate to change
the method of teaching by taking advance of current technology which is suitable to the real
world situation at the twentieth. This means instructors should make their own teaching to be
the art of modern to handle their classroom.
However, not many professors have their own web-base for the subject of instruction.
And no one is interested in changing their very old ways of teaching as they are used to use it
in the past and still used it at present. Hence, it is interesting to produce a web-base
environment for teaching. This includes the web site for teaching subject contents, the web
board, and the web room board.
The web site for teaching subject contents is a story board of the subject matters; the
web board is the space area for starting notes from the professor; and the web room board is
the space area for students to post anything they want. The web-based environment should be
such that all of these webs can be used simultaneously as the reality situation in the
classroom. It is also assumed that students can contact the professor via the Internet. The
results of this study might be useful for professors, administrators, and educators. It should
make them to think carefully for their own way of teaching and to support the devices for the
new method of teaching.
The purpose of this study was to produce the web sites for classroom environment to
teach Mathematics 1 to university students. They are in the bachelor programs of
mathematics, statistics, and computer sciences at the Department of Mathematics, Faculty of
Science, Narasuan University, Phitsanulok, Thailand. All web sites concerned in this study
are the web of multimedia for teaching Mathematics 1, the web board, and the web room
board.
1

Method
The method used in this study was the testing group of the manuscript.
Instrumentation: The web sites were built by the researcher as follows.
1. The web of multimedia for teaching Mathematics 1 was
Authorware Professional (IT Supplies Co., LTD, Thailand).
It was made as the complete course of Calculus 1. This web needs
shockwave for running the program. Its URL is:
http://www.sci.nu.ac.th/course/252111/menu.htm
or http://www.geocities.com/bunpot56/classic_blue.html
2. The web board is produced in the geocities.com. Its URL is:
http://www.geocities.com/bunpot56/
3. The web board room is produced in the pluto.beseen.com. Its
URL is:
http://pluto.beseen.com/boardroom/b/58651/
Subject:
The testing group consists of 60 students from the Department
of Mathematics, Faculty of Science, Narasuan University,
Phitsanulok, Thailand.
Procedure: The number of <strong>Web</strong>-<strong>Base</strong> <strong>Instruction</strong> Evaluations of the
manuscript was used to test the efficacy of the web sites in the
Computer Lab at the Department of Mathematics, Faculty of
Science, Naresuan University in February 2002. The participants
evaluated the web sites immediately after they finished studying
the course.
Result
The evaluations of the web-sites instruction on mathematics were
administered immediately after finishing studying the course. The following results include
some of the most common positive and negative comments.
1. Approximately eighty percent of participants that responded to question one
answered that they liked and felt OK with the TWBI for teaching mathematics;
and twenty percent disliked it. More specifically,
- For the web of multimedia for teaching Mathematics 1: like 17%,
felt OK 63%.
- For the web board: like 21%, felt OK 59%.
- For the web room board: like 55%, felt OK 25%.
2

2. Seventy-nine percent of participants like the present way for communication
between the learners and the professor on the web sites; 21% did not.
- For the web of multimedia for teaching Mathematics 1:
Positive comments - - Lessons were well explained and one can
catch the concepts on his own ability. Better way of teaching: one
learns a lot. It was hard but good.
Negative comments - - Hard lesson boring. I had done it before.
I do not like working with computer.
- For the web board:
Positive comments - - Better way of communication with the
learners: students can follow the assignments. It was hard
to get access to the web when it has a problem. However, it is
good.
Negative comments - - Hard to get in. Some computers do not
install Acrobat Reader and it takes time to download the program
via the Internet and to install.
- For the web room board:
Positive comments - - Fun and one can post to communicate to
friends and professor. It is good to have the response via the web room
board from friends.
Negative comments - - Too much concerning of personal right.
Should have rules and regulations to post any message on the web
room board by setting together in the classroom.
3. Eighty-eight percent of participants felt that they had learned new ways of
teaching mathematics by the TWBI, 20% did not.
Positive comments - - I was never good at mathematics but now I feel that I
have more time to study by myself via the webs, and have learnt a lot.
Negative comments - - Learned it in previous years. I did not understand
something.
4. Eighty-four percent of participants that replied to question 4 felt
that the TWBI for teaching mathematics was important; 12% did not.
Positive comments - - Professors should do like this to help students to
understand mathematics and to communicate with students in their class. I
can reach the professor and friends who I want. I use Internet a lot but it is
not for this purpose.
Negative comments - - I prefer learning from human professors.
3

5. Seventy-two percent of the participants felt that the TWBI for teaching
mathematics needed no improvement; 28% did.
Suggestions for improvement - - make contents and lessons in the web
for teaching Mathematics 1 more interactive, not so much work. Add more color
and voice in the web, although it is very slow to get the voices. Make contents
more entertaining. The web board and the web room board are fine.
These results imply that the participants considered the TWBI as a useful teaching
tool. It is shown that the web-instruction via the Internet can affect textbook. The Internet
can ultimately provide us cheaper medium than paper bound or hard materials. The advent of
the Internet poses new educational challenges.
Conclusion
The research described here focus on the perceptions of the participants who are
using the Internet for teaching Mathematics 1 at the Department of Mathematics, Faculty of
Science, Naresuan University, Phitsanulok. The results of this study imply that the TWBI for
teaching mathematics is considered to be important for individual or small group studying.
Students can learn the contents from the Internet by their own. They may need long or short
time depending on their understanding. Students can communicate to friends and professor
via the web board room and the web board whenever needed.
<strong>Base</strong>d upon the finding of this study, there are interesting points to note. The
participants suggested that the TWBI for teaching mathematics should become part of
the mathematics curriculum for every level. The Internet’s versatility in both educational and
recreational context presages even greater future impact in the classroom.
The existing methods of teaching mathematics are dominated by chalkboard for a
long time. However, the research indicates that the participants feel that teaching
mathematics by Internet is important and appropriate to the present classroom situation.
Therefore, there is a clear need for mathematics professors in any institute to include internet
teaching in their long term plans and keep option open.
References
Robert, N. (2001). The official guide to authorware 5. Berkeley, CA:
Peachit Press.
Suwannaprasert, B. (2001). <strong>Web</strong> site instruction by using authorware
professional. Phitsanulok, Thailand: Naresuan University Press.
Tauber, D. A., Kienan, B., & Holzschlag, M. E. (1999). FrontPage 2000.
San Francisco, CA: Sybex Inc.
Williamson, H. (1999). HTML master reference. New York, NY: IDG Books
Worldwide, Inc.
4