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Irby Finds Technology Tools Improve Math Fluency
Daphne Irby
Department: Education
Major: Master of Arts in Education, Curriculum and Instruction
Class: 2011
A few years ago, Daphne Irby decided that it was time for a change. After leading many projects as an engineer, then staying home to raise her children, Irby became an elementary school teacher.

“I feel like I am right where I need to be,” Irby says reflecting on her six years in the classroom. Irby, who recently completed her Master of Arts in Education with an emphasis in Curriculum and Instruction, is a third grade teacher at Alcott Elementary in Westerville City Schools.

Irby has taken her former career experience with her into her classroom. “Because of my engineering background, I am very into technology. I believe at this point in time, the classroom has to change. Teaching and learning as we know it is changing. I’ve always tried to do everything that I can to integrate technology. The kids that I teach probably know more than most of the adults out there.”

“They use the tools outside of the class, and they need to use these tools in class. We need to teach them how to interact with technology, to learn from it, and how to be better citizens utilizing it.” As a graduate student, Irby chose to do her capstone project on integrating technology into her math instruction.

The MAE capstone project is “the culminating experience of our Master’s program,” says Wendy Sherman-Heckler, director of Graduate Programs. “It ties together what students have learned about theory and advanced notion of practice. It also demonstrates a teacher’s reflection on his or her practice. In the process of completing an inquiry-based capstone, teachers systematically examine their practice and make informed decisions about their work. That is the kind of teacher-leader that we want to produce in our graduate program.”

Irby used iPod Touches to increase her students’ math fluency. Irby used grants to get six devices for students to use to increase their math fluency.

“In 3rd grade, a lot of the school year is spent teaching multiplication and division and working with the kids to get them fluent. I did a lot of reading, and the Federal Department of Education published a study about how math fact fluency is a key indicator for success in algebra and there are correlations to graduation from college and in terms of income after college.”

Using fluency Apps on the i-Touches, students practiced daily. According to Irby, “The results were amazing. I went back in my grade books and about 17% of my classes were fluent, they knew their facts right from the beginning. There was always about the same percentage of kids who knew their math facts. In the last 3 years, before utilizing the i-Touches, about 66% of my students had their math facts down. There was always this group of kids that just never did. Last year fluency jumped to 77% after I started using the i-Touches later in the year. This year, I have started earlier and I really believe that I will have 100% fluency by the end of the year because I am able to do my fluency checks and I can find out who needs help and work with them on a different app to make sure they have the time to practice at school and the right kind of practice to be able to get it.”

“If children know their math facts, then they are able to concentrate on higher level concepts because they do not have to struggle with 3 X 2, they can get bigger concepts. Not only did I see the results in the fluency, but all of my kids passed the OAA math test.”

Irby shared her study and results in the peer-reviewed Journal of Teacher Initiated Research (JTIR) because she wants to share this practice with other teachers. “I do believe that this is just an example of what can be done with technology in the classroom. I felt like the JTIR was a way to get it out there and help other teachers incorporate these kinds of things in their classrooms.”

Irby’s advice to other students working on their capstone is to “Take it one step at a time. It is easy to get overwhelmed, but the faculty at Otterbein will come and take you step-by-step.”

Thinking about her Otterbein experiences, Irby appreciates the information that she received from professors, and the exposure that students receive on current education issues.

“The professors show you how to get information. It opens up the world of education-- it helps you to know what is effective and knowing what not to do. I think getting my master’s degree was the best decision that I’ve made.”

“It is a lot different than undergraduate – it is discussion, it is about finding out what your beliefs and values are as an educator. When you are an undergraduate student, you are trying to learn classroom management, or lesson planning. When you are doing the master’s, it involves more strategic thinking and gaining an overview of what is going on in the field – it helps you clarify what you believe as an educator. The discussion with your colleagues, who all teach different grade levels, and who have different backgrounds, beliefs and styles is amazing.”