MATH

Mathematics is the path to success. No longer just the language of science,

mathematics now contributes in direct and fundamental ways to commerce, finance,
health, and defense. It opens up the door for the students to their careers. It makes
informed decision taking for the people. This offers information for nations to succeed
within a global environment (NRC, 1989)

According to edb.gov.hk in 2013, Students need knowledge and skills to help them live
a full life in the 21st century society which is an information age. Mathematics
knowledge is a requirement for every single individual. Mathematics wanders through all
aspects of life. Life in the modern world is not feasible without allowing some use of
mathematics. Math is essential that students acquire the knowledge and skill
foundations, develop the ability to learn how to learn, to think logically, creatively and
critically, develop and use knowledge, evaluate and solve problems, access and
process information, make sound decisions and communicate effectively with others.
Students should be encouraged to build confidence and positive attitudes towards
learning mathematics, value mathematics and enjoy the beauty of mathematics.

Education in mathematics is referred to as the practice of teaching and learning

mathematics in order to solve problems involving learning the computational algorithms
and formulas required. Mathematics is often hard to articulate in ordinary language,
because its symbolism has evolved over time to express meanings that go beyond what
is expressed in ordinary language (Ajayi et al. 2015).

As stated by Ahmada et al. in 2010, Educators play an important role in creating mind
for students to be more creative and innovative while facing real-world issues. In
addition to this, Ahmad et al. in 2008, Educators play a vital role in achieving the goals
through delivering excellent teaching performance. The educators, however, should not
only try to teach the subject, but should enable the individual think and see it by
themselves, and not just accept what is being given. It is the duty of educators to
strengthen their knowledge and make use of specific educational methods. Technology
application in mathematics instruction can turn a classroom from a boring place to an
exciting learning environment. Multimedia-based representations play a significant role
in maths and mathematics education. Consequently, it is significant for teaching
purposes, since it is supposed to be useful in representing mathematical structures and
processes in various ways (Ollesch 2017).
Duval (2006) has already suggested the importance of representations for a
fundamental understanding of mathematical concepts. It is therefore important that the
students work early on with multiple mathematical content representations. In doing so,
they can benefit from complementary manifestations and viewpoints of the subject
matter and can improve their knowledge and deepen it (Ainsworth, 1999). Seufert, in
2003, indicated that students need to build and understand the connections between
different representations, and to develop a coherent mental model.

According to Bishop, 1989, mathematics teachers show great enthusiasm in visualizing

mathematical concepts, and emphasize that visualized lectures are of great help in the
development of abstract mathematical thought. Tall, 1991 added that it is of paramount
importance to link the current images that students have on some terms in order to
further improve them and to allow students to embrace the further information. Thus, in
teaching mathematics it is important to incorporate the picture method with the concept
method in order to improve existing knowledge and extend it with the new facts, which
is one of the aspects of multimedia learning. Our multimedia lecturing content has been
developed according to technical approach (Mayer, 2001, 2005) as well as multimedia
teaching concepts and design relying on research in the field of mathematics teaching
(Atkinson 2005). Recent findings on presentation methods in mathematics teaching
focuses on testing different forms of representation, such as images, two- and three-
dimensional animations, to find the most effective and meaningful ones (Rias et al.
2011).

As studied by Milovanovic et al. in 2013, multimedia allows us to better comprehend and

explore with many mathematical problems. According to the reactions of the students,
the animations used in the multimedia lessons are the best proof that an image is worth
a thousand words. Animation is worth even more. The comment of the students, and
consequently one of this research on conclusions, was that more multimedia lessons
should be given. Multimedia is an important part of the teaching and learning process.
Research reports show that if correctly designed and implemented, the interactive
lessons can greatly improve student learning. There is significant evidence in literature
supporting the incorporation of multimedia into mathematics education strategies in
classrooms and distance learning (Ogochukwu, 2010).

Mathematics is the science dealing with the logic of form, quantity, and arrangement.
Math is all around us, in everything we do. It is the key element for everything in our
everyday lives, including mobile devices, ancient and modern architecture, art, wealth,
engineering and even sports. Mathematics contains many very different topics, topics
and events, unified by some common feature. Mathematical discovery has been at the
forefront of every civilized society since the beginning of recorded history, and has been
in use even in the most primitive of cultures. Math needs arose based on the desires of
society. The more complex a society is, the more complex the mathematical needs are
(Hom, 2013). According to Chebet et al. 2015, as with any other subject, learning and
teaching mathematics includes that both teacher and learner communicate effectively

PPT

As stated by Bahadur in 2013, Microsoft PowerPoint presentation was used to generate

a dynamic and user friendly learning environment, supported with texts and interactive
activities. El-Ikhan in 2010 mentioned that PowerPoint is part of Microsoft's Information
and Communication Technology (ICT) program which was created in 1987. It is a
presentation technology program bundled in Microsoft Office. In addition to this, Asogwa
in 2011, stated that it consists of slides which allow the user to present. In the
classroom, PowerPoint presentation might be used to enhance student learning by
integrating laptop and television to show slides to demonstrate a lesson.

According to Teachnology.com in 2007 Microsoft PowerPoint's potential includes: its

ability to spell check, allowing users to add, correct, make lesson changes, and finally
use printed materials for personal use by students. PowerPoint grants the user to
integrate auditory and visual aspects into a presentation. It enables for a number of
manipulations by modifying or changing text, removing existing slides and adding new
slides to make lesson more structured and versatile. PowerPoint presentations can be
considered a good medium of instruction and a key to fostering an effective teaching-
learning process.

Szabo et al. in 2000 indicated that, supporters of PowerPoint believe that it helps keep
the interest and attention of learners on the lesson, improves student learning (Lowry,
1999), and helps explain complex illustrations (Apperson et al. 2006). On the other
hand, Creed (1997) defines PowerPoint as an educational resource focused at teachers
that nourishes lectures guided by the teachers.

As eloquently stated by Gallo in 2009, the brain takes no notice of boring things. What
makes PowerPoint presentations so successful is the introduction of complementary,
multi-sensory experiences intended to trigger an emotional response among members
of the audience. This helps keep the attention of the audience and improves mental
attainment. The most productive are the detailed, engaging and entertaining
presentations.

Gamabri et al. (2015) in their study revealed the need to move from the conventional
whiteboarding teaching method to PowerPoint presentation based on its teacher and
student benefits. Students exposed to PowerPoint presentation (PPT) were witnessed
to perform better than their counterparts taught using whiteboards. The answer seems
to be the innovative technology which uses PPT.

As studied by Lari in 2014, technology today plays a significant role in teaching. In fact,
when teachers use it in their classrooms they want to capture the attention of the
students so they can improve effective methods of learning. Clearly learning in a
traditional way isn't quite so fun for today's technology-dependent students, for this the
classroom environment has changed.

Ozaslan & Maden (2013) claimed in their study that if the course content was provided
through some visual aids, the students learned better. They also indicated that teachers
claimed that PowerPoint presentations made the material more attractive; thus, they
helped attract attention from the students. The results of Corbeil's study (2007) reveals
that students exposed to power-point presentations preferred them over the
presentations of the textbook; she believed that students learned better when their
attention was captured through highlighting, color, different fonts and visual effects.

According to Othman in 2017, mathematics is a core subject. However, the poor student
achievement in the subject is always a concern. With consideration to versatility and
learning satisfaction, most students viewed the PowerPoint presentations favorably.

Frost (2019) stated that, PowerPoint is a visual framework. When properly used, this will
promote learning. It detracts from learning if used incorrectly. A teacher's job is to find a
way to help students understand something different. We do this by presenting the
information in ways that make it digestible, meaningful, and relatable. We convey
information primarily by conversation, but sometimes media other than vocal delivery or
will have the greatest effectiveness in addition to vocal delivery. Visual, auditory, aural
and kinesthetic are the four most common modalities for conveying information. A good
teacher is seeking to use all four of these. Multimedia can be very effective and
PowerPoint is an excellent tool for providing graphics and a visual framework to help a
planned lesson

REFERENCES
National Research Council. (1989). Everybody counts: A report to the nation on the
future of mathematics education. Washington, DC: National Academy Press.

Edb.gov.hk 2013
Mathematics Education
https://www.edb.gov.hk/en/curriculum-development/kla/ma/index.html

Speaking Mathematically: The Role of Language and Communication in Teaching and

Learning of Mathematics
Ajayi K. O., Lawani A. 2015
https://www.igi-global.com/chapter/speaking-mathematically/133821

Incorporating Multimedia as a Tool into Mathematics Education: A Case Study on

Diploma Students in Multimedia University
Ahmada A., Yinb T. S., Loh Yue Fangc , Yend Y. H., Howe K. W.
https://www.sciencedirect.com/science/article/pii/S1877042810021877

Ahmad F.M.A, Tengku Mohd T.S., Wong S.L, (2008), Teaching and Learning Calculus
Using Computer. The Thirteenth Asian Technology
Teaching mathematics with multimedia-based representations – what about teachers’
competencies?
Ollesch J., Grünig F., Dörfler T.,Vogel M. (2017)
https://hal.archives-ouvertes.fr/hal-01950542/document

Duval, R. (2006). A Cognitive Analysis of Problems of Comprehension in a Learning of

Mathematics
doi:10.1007/s10649-006- 0400-z

Ainsworth, S. (1999). The functions of multiple representations

Seufert, T. (2003). Supporting coherence formation in learning from multiple

representations
doi:10.1016/S0959-4752(02)00022-1

Mayer, R., (2001). Multimedia Learning, Cambridge University Press.

Mayer, R., (2005). The Cambridge handbook of Multimedia Learning, Cambridge

University Press.

Bishop, A., (1989). Review of research on visualization in mathematics education

Tall, D., (1991). Advanced mathematical thinking,

Rias, M.R., Zaman B.H., (2011). Different visualization types in multimedia learning: a
comparative study,
Proceeding of the second international conference on Visual informatics: sustaining
research
ISBN: 978-3-642-25199-.3
Atkinson, R., (2005). Multimedia Learning of Mathematics in Mayer, R., (2005). The
Cambridge handbook of Multimedia Learning

APPLICATION OF INTERACTIVE MULTIMEDIA TOOLS IN TEACHING

MATHEMATICS – EXAMPLES OF LESSONS FROM GEOMETRY
Milovanović M., Obradović J., Milajić A. 2013
http://www.tojet.net/articles/v12i1/1213.pdf

Ogochukwu, N. V. (2010). Enhancing students interest in mathematics via multimedia

presentation.

Difficulties Encountered by Students in the Learning and Usage of

Mathematical Terminology: A Critical Literature Review
Chebet E., Eldoret M. 2015
https://files.eric.ed.gov/fulltext/EJ1080447.pdf

What is Mathematics?
By Hom E., 2013
https://www.livescience.com/38936-mathematics.html

PPT REFERENCES

Bahadur G. K. (2013)
Using PowerPoint Presentations as a Tool for Effective Teaching and Learning of Water
Science for Upper Primary Pupils in Mauritius
https://www.researchgate.net/publication/279995050_Using_PowerPoint_Presentations
_as_a_Tool_for_Effective_Teaching_and_Learning_of_Water_Science_for_Upper_Pri
mary_Pupils_in_Mauritius
El-Ikhan, K. K. (2010). The advantages and disadvantages of teaching with PowerPoint.
https://www.researchgate.net/deref/https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2Fwww.penalido.wordpress.com%2
Ftheadvantages

Asogwa, U. D. (2011).
Effect of PowerPoint presentations on secondary school student’s achievement in
Christian religious knowledge. International Journal of Education Research
(2007)
PowerPoint in the Classroom
https://www.teach-nology.com/tutorials/powerpoint/

Szabo, A., & Hastings, N. (2000).

Using IT in the undergraduate classroom: Should we replace the blackboard with
PowerPoint?

Lowry, R. B. (1999).
Electronic presentation of lectures: Effect upon student performance.

Apperson, J. M., Laws, E. L., & Scepansky, J. A. (2006).

The impact of presentation graphics on students’ experience in the classroom.

Creed, T. (1997).
PowerPoint, no! Cyberspace, yes! The National Teaching and Learning Forum, 6
http://www.ntlf.com/temp/backup/powerpoint.htm

Gallo, C. (2009).
Why PowerPoint isn’t enough
https://www.researchgate.net/deref/https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttp%2Fwww.businessweek.com%2Fsmall
biz%2Fcontent%2Foct2009%2Fsb20091020_228161.htm
Gamabri I., Taiwo H., Balogun S. A. (2015)
Effectiveness of PowerPoint Presentation On Students' Cognitive Achievement in
Technical Drawing
https://www.researchgate.net/publication/287994794_Effectiveness_of_PowerPoint_Pre
sentation_On_Students'_Cognitive_Achievement_in_Technical_Drawing

Lari F. S. (2014)
The Impact of Using PowerPoint Presentations on Students' Learning and Motivation in
Secondary Schools
https://core.ac.uk/download/pdf/82348198.pdf\

Ozaslan, E. N., & Maden, Z. (2013). The use of power point presentations at in the
department of foreign language education at Middle East technical university

Othman Z. S.,Tarmuji N. H., Hilmi Z. A. G.

Students perception on the usage of PowerPoint in learning calculus (2017);
https://doi.org/10.1063/1.4980942

Frost R. 2019
What are the effects of teaching with a PowerPoint presentation on a student learning?
https://www.quora.com/What-are-the-effects-of-teaching-with-a-PowerPoint-
presentation-on-a-student-learning