Maths Learning Tool

I analyzed the findings using a reference model to identify research gaps and frame the problem.

Theoretical Framework

I used the theory of multiple intelligence by Howard Gardner [1] to guide my research. According to this theory, humans possess seven types of intelligence with varied strengths of each.

Identified Problem

Conventional ways of learning Maths rely on learners' logical-mathematical intelligence [1,3]. This results in disengagement, reduced learnability, and eventually Maths anxiety for students with low logical-mathematical intelligence [4].

Identified Opportunity

Facilitate learning Maths for students with low logical-mathematical intelligence by utilizing their stronger intelligence types.

User Screening

• Students who find it challenging to learn Maths, by asking teachers to identify.

• Students with strong spatial-visual intelligence and bodily-kinesthetic intelligence.

Data Collection

• Surveys with students and teachers to identify topics that students find challenging to learn.

• Individual semi-structured interviews with teachers involving open-ended questions like -

Can you tell me about a recent challenge you faced when teaching Maths?

How did you navigate it?

• Individual semi-structured interviews and focus groups with students involving open-ended questions like -

In the survey, you mentioned that you find the chapter "Algebraic Expressions" to be challenging. Can you tell me about what a particular challenge you face in the chapter?

Can you tell me about your experience of learning this topic in class?

• Observation of students solving, using think-aloud protocol, the questions they identified to be difficult.

• Contextual inquiry of maths lecture being delivered in school and in tuition classes. I used the fly-on-the-wall method and took observational notes of the activities, teaching approaches, tools used, and student engagement. For example, I observed how the teacher helped students one-on-one when they were unable to solve questions.

• Surveys to access students' multiple intelligence profiles [5].

Data Analysis

• Affinity analysis of the qualitative data such as the interview transcripts.

• Statistical analysis of the quantitative data such as the survey responses.

5. User Research Insights

Students' displayed varied strengths for the 7 types of intelligence across a class.

Topics found difficult by students varied with their intelligence profile. The diagram below shows the dominant intelligence type of the students who marked the chapters as difficult.

Using a selection matrix, I narrowed down to three ideas for further exploration using parallel-prototyping. I iteratively detailed and prototyped these three ideas using methods such as hands-on exploration and playtesting. For example, I tried out various types of building blocks, materials, and joints while detailing the idea of a tool for constructing geometric shapes.

The final three ideas involve two physical tools and an educational board game to learn algebra, geometry, and calculation, respectively. These interventions utilize learners' strength by relying on their spatial-visual intelligence and bodily-kinesthetic intelligence.

7. Intervention 1 - Polyblocks

Polyblocks is a physical tool to aid students in understanding, visualization, and problem-solving when learning Geometry. It involves wooden building blocks and joints that can be used to build 2D shapes and cuboids.

Design Features

Research Questions

• In what ways do Polyblocks help users to solve questions from the "Congruence of Triangles" chapter?

• What challenges do users face when using Polyblocks?

User Screening

Based on the survey data I collected previously, I screened participants who had strong bodily-kinesthetic intelligence and found the "Congruence of Triangles" chapter difficult.

Data Collection

Limitations Future Work

What I Learned