DISCOVER CALCULUS THROUGH ORIGINAL 3D ANIMATED SITCOM “RATVENTURES”

Mathematics classes are traditionally conducted using front-loading teaching strategy in a didactic manner. Our curriculum tends to emphasize the acquisition of computational skills. Many perceive mathematics as a subject that consists of a collection of formulae, rules, and skills. They do not see how mathematical ideas interconnect and much less connection with their daily lives. This project seeks to reimagine our mathematics lessons to enable sustainable learning and organic learning. Organic learning arises from the needs of a context. Through the original 3D animation sitcom “Ratventures”, we aim to contextualize and make mathematics relatable to learners. Sustainable learning builds understanding. Learning activities are designed in relation to each “Ratventures” episode to facilitate the understanding of the targeted mathematical topic through guided discovery approach. Instead of the traditional didactic approach, learners are guided in their discovery of the mathematical concepts, intuitive proof of rules and formulae, and translation of contexts to mathematical applications. In the process, we seek to ease learners into the world of mathematics and make mathematics more accessible by translating learners’ understanding in spoken language to the language of mathematics. A pilot run was conducted on first year engineering students in Nanyang Polytechnic, taking Calculus module. We investigated the effects on learners’ mathematical achievement and engagement with the proposed strategy. The comparison between the control group receiving the traditional didactic manner of delivery and the experimental group, which was subjected to the proposed guided discovery approach, was based on data from three sources (a) survey measuring student engagement; (b) a baseline test, given as pre-test and post-test; and (c) class quiz vs final examination. The experimental group registered significantly higher engagement level than the control group. While no statistically significant difference was found for the baseline test, the experimental group achieved higher normalized gains in their final examination.