Mathilde Tybring-gjedde, Right-representative of the ministry of education and research committee of the Parliament will take the initiative to more municipalities and schools are trying out new technology, such as VR-glasses.
Girls have always performed better than boys at school. But the consequences of the gender gap is larger than ever. Those sitting at the back of the classroom are in danger of falling from if not the teaching be adapted better, ” says Mathilde Tybring-gjedde.
Stoltenberg-selection Fasten seatbelts sign. This spring is the kjønnskamp and class struggle Comment
Monday adds Camilla Stoltenberg, until the result of the work of the committee she has led, where the mandate from the ministry of education is “to collect knowledge about why gender differences in the school occurs, and make suggestions for what can be done to counteract them.”
I am looking forward to reading Stoltenberg-committee’s report. It is vital that we do more to counteract the differences in the school, and that we make use of several tools in the teaching that increases motivation among boys, ” says Mathilde Tybring-gjedde.
In his own universe
Right-the delegate has faith in to take in use new technology to vary instruction. Recently she visited Slemdal school in Oslo, where sjetteklassingene have tried the VR glasses in the mathematics lessons.
gender differences: Mathilde Tybring – gjedde, the Right member in the department of education and forskningskomitéen in Parliament, is keen to smooth out gender differences in the school. Photo: Gunnar Ringheim / Dagbladet Show more
– Preliminary research results indicate that the VR-glasses has great effect to lift the guttas results in mathematics, ” says Mathilde Tybring-gjedde.
By the use of the VR technology to disappear, the students enter their own universe, in a competitive activity where they have to solve a calculation.
– Especially for boys who quickly become restless and lose concentration at school, but who can sit for hours playing in his room, teaching with a VR-universe be a good option. Because there are no things that distract them. We do not want that VR technology should replace all other teaching, but think it will be an important supplement. Not only in mathematics, but also in subjects such as English and history, ” says Mathilde Tybring-gjedde.
Progress for boys
Professor Thomas Nordahl at the College in the Inland believes that the use of VR technology in teaching may have something for themselves. In an analysis of a pilot project in Hedmark type Nordahl that the results are interesting and uplifting.
“the Boys who have been using VR-technology in mathematics has had a great progress in relation to the boys who have had regular teaching. This is an important finding because the boys in the school today has a clearly poorer learning outcomes than girls. It is important to emphasize that the results of the kartleggingsprøven suggests that the boys have improved both in overflatelæring (automation) and in dybdelæring in mathematics”, sums up professor.
Students who play a lot of
Marte Stenersen, teacher at Slemdal skole, tells of the dedication when students her in 6. class tested the VR-glasses in matematikkundervisningen.
– It is based the on a game world that they are familiar with from before. I have a bunch of students who play a lot, especially among the boys. But also the girls were motivated for a different type of teaching, where they hold on the self, and solves the tasks on your own, says Marte Stenersen.
POLITICIAN-HELP: Olaf Brother Heibo-Tobiasson (11) assists Right politician Mathilde Tybring-gjedde when she get to try the VR-glasses on Slemdal skole in Oslo. Photo: Hans Kristian Thorbjørnsen / Right to Show more
At Slemdal school got the entire sjetteklassetrinnet try the VR-glasses in matematikkfaget two times a week in a seksukersperiode on seinhøsten in the last year.
During the game is encouraged with prizes. The world students go into a shop. By the practical use of mathematics, they should figure out what things cost. Motivation among the students was strong, ” says Marte Stenersen.
Decide for yourself
She states that the pupils themselves can decide which regneart they will want to work with in a universe with different tasks and butikktyper, sporting goods store or grocery store.
– the Motivation was great as long as the students got further in the game, but disappeared when they had rounded game. As a teacher I have a full overview of how many tasks students to solve, how long they spend and the percentage they have correct. And the level regulates itself by what the students get to, ” says Marte Stenersen.
That add:
For that we should use it stuck in the matematikkundervisningen needed a development of the game in relation to several mathematical themes and levels.
