High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this qualitative analysis, the researchers provided the teachers with in-service training titled Computer-assisted Mathematics Instruction Workshop regarding the integration of the Mathematica software which is a computer algebra system in learning-teaching environments. The participating teachers then conducted computer-assisted mathematics instruction activities in their classroom via the Mathematica software regarding the graphs of quadratic equations (parabola). Semi-structured interview and observation forms were used as data collection tools in the study. The data were analyzed using the descriptive analysis method. As a result of evaluation, it was found that before the Computer-Assisted Mathematics Instruction Workshop, the participants either never implemented technology integration or implemented it on the elementary level which is replacement. After the workshop, it was observed that the teachers achieved the technology integration in classroom implementations on the level of transformation and the top level of amplification and showed improvements in this matter. In the observations made after the workshop, it was seen that the teachers generally employed a student-oriented education approach and encouraged students to facilitate their own learning and make their own inferences utilizing computers and worksheets. It was observed that this situation led to changes in classroom routines and contributed to students’ acquisition of deeper comprehension by their own efforts. Additionally, it was understood that the students or the teachers did not have any difficulty in using the computer-assisted mathematics instruction materials prepared in Mathematica.

Introduction
Today, rapidly developing technology and ever-increasing knowledge, instead of teaching the knowledge directly, bring into question of the necessity for raising a generation who knows how and what to learn and also is aware of how to get the right information from the shortest path (Umay, 2004). As a result of the progress in computer technology, the usage of new and advanced technologies has become compulsory in education and has begun to emerge as a system that plays a positive role in students' learning (Gülcü & Alan, 2003). In this regard, it can be assumed that the integration of information and communication technologies (ICT) into teaching programs will enable computer-assisted instruction (CAI) to become a part of our education system.
CAI is the utilization from computers in educational process so that a student can determine his/her inadequacies, define his/her performance by interacting with the computer and take his / her learning under control by receiving feedbacks and also be more interested in his/her courses with the help of graphics, sounds, animations and shapes created through computers (Baki, 2006). Although CAI has a history of about 35 years in Turkey, the computer was tried to be used as a supporter of the behaviorist approach. Computer was utilized as only a demonstration tool to support the teacher's instruction in the classroom environment so that it was not able to move away from the teacher-centered direct instruction method. However, the use of computers in teaching environments with a structural philosophy can help to create more efficient and functional learning environments. In such an In-class Reflections: The Case of Mathematica environment, a student can interact with the computer so that controls his/her own learning process, can navigate through software within the scenarios that his/her teacher has already prepared or can design his/her own mathematical studies using the software available for his/her use (Baki, 2001(Baki, , 2002Baki, Güven & Karataş, 2002). When this situation is evaluated specific to mathematics emphasized in many studies (Herzig, 2002;Sarama & Clements, 2009;Yenilmez & Avcu, 2009) as difficult and hard to learn compared to other disciplines because of its abstract structure; the innovations that computer-assisted mathematics instruction (CAMI) can bring into learning-teaching environments should be taken into consideration. According to Baki (1996); "a more important feature than a computer can be used as an effective computing tool is its ability to embody abstract mathematical concepts by displaying them on the screen". This embodying process will positively affect students' meaningful learning. For this reason, the structuring processes for students' mathematical knowledge should be supported by multiple representations and materials, and students should be actively involved in using ICT during the mathematics learning process.
The use of dynamic geometry and algebra software in the CAMI activities performed in learning-teaching environments has led to the emergence of new understandings (Hohenwarter & Fuchs, 2004). For responding to these new insights, the most important software that will support mathematics education and be used to create positive teaching, learning and class environment, is Computer Algebra System (CAS) based on the use of symbolic expressions, and dynamic geometry software (DGS) focusing on geometric structures (Hohenwarter & Fuchs, 2004;Hohenwarter & Jones, 2007;Tatar, 2012). According to Ersoy (2005), when recent developments are taken into consideration, CASs are likely to become mandatory and standard instruments for teaching and learning mathematics.
The search for error-free and faster processing with the development of mathematics and technology, has emerged within the body of advanced calculators and various computer software. CASs are the products of this quest (Tuluk, 2007). CASs, which are developed as software that can make symbolic computation besides numerical computation for solving mathematical problems, have been obtained by extending standard numerical programming languages such as C, Pascal and Fortran (Aktümen, 2007). It is understood that the educational activities carried out through CASs positively affect students' levels of conceptual understanding (Aksoy, 2007;Ghosh, 2003;Kabaca, 2006;Sevimli, 2013;Sevimli & Delice, 2015), problem solving skills (Aktümen, 2007;Sevimli, 2013;Tuluk, 2007), academic achievements (Aksoy, 2007;Bulut, 2009;Stephens & Konvalina;1999), operational skills (Bulut, 2009;Sevimli, 2013), mathematical thinkings (Bulut, 2009;Tuluk, 2007) (Pierce et al., 2009). Moreover, in many literature compilations, it is emphasized that data collection methods including the observations to understand classroom reflections of the CAS applications are not used sufficiently (Buteau et al, 2010;Lavicza, 2008;Marshall et al, 2012). It is thought that this study, which examines the reflections CAS usage in learning-teaching environments in which secondary school mathematics teachers and students are involved, will contribute in the literature in this respect. Besides the contributions of the study to the literature; it is also thought that the findings obtained as a result of classroom observations and teacher interviews may be a guide for those who want to use CASs such as Mathematica, in their lessons or researches.
It should be understood that the use of ICT in mathematics teaching will not simplify mathematics education but convert it into even more complex structure (Ersoy, 2005). The technology integration achievement in learning-teaching environments is a complex, dynamic, slow and long-lasting process without discrimination of levels (Groff & Mouza, 2008;Harris, Mishra & Koehler, 2007;Koehler, Mishra & Yahya, 2007;. In this respect, it can be said that responsibilities of the teachers who have a key role in CAMI applications can be increased by providing effective technology integration because in the process of integrating technology into learning-teaching environments, authority is not only at the hands of teacher. The authority is dispersed among all stakeholders of the integration process, including technological tools. This situation, in turn, can cause teachers to face unpredictable problems in many ways (Bingölbali, Özmantar, Sağlam, Demir & Bozkurt, 2012).
According to many studies, while it is emphasized that the main actors in the use of CAMI in educational environments are teachers (Öksüz & Ak, 2009;Seferoğlu, Akbıyık & Bulut, 2008;Umay, 2004), but also it is also stated that one of the biggest factors that CAMI cannot take place in classrooms is teachers' inadequacies in this subject (Ersoy, 2005 Kurtoğlu, 2009;Palak & Walls, 2009). It has been observed that teachers use computers with a teacher-centered approach mostly in order to make preparations for lessons, prepare administrative documents and change the environment in their courses Kaleli Yılmaz, 2012;Palak & Walls, 2009). Therefore, it is not enough for teachers to have computer knowledge for effective technology integration; they have to be competent on technology, pedagogy, and content knowledge, as well as the types of knowledge resulting from their interaction with each other (Akkoç, Bingölbali & Özmantar, 2008). In this direction, the technological pedagogical content knowledge (TPCK) framework arising from the combination of the afore-mentioned types of knowledge has gained importance, as the technology integration is realized in the desired way (Mishra & Koehler, 2006).
Many studies in the literature emphasize that teachers should develop computer literacy, and that it is necessary to provide them with in-service trainings and to encourage them to use of technology in their classes, in order to realize CAI activities by ensuring the technology integration in learning-teaching environments (Çakıroğlu et al., 2008;Hangül & Devrim, 2010;Kılınç & Salman, 2006;Yenilmez & Karakuş, 2007). On the other hand, there is quite few numbers of studies that show how technology integration should be realized or how it is currently being realized in classrooms (Bingölbali et al., 2012). In this regard, in order to accurately determine the reflections of the use of the Mathematica program in mathematics instruction, firstly, it has been decided in the research that secondary education mathematics teachers should be given trainings in this subject. For this purpose, CAMI workshops were organized by the researchers, with the participation of secondary education mathematics teachers, in the context of in-service trainings. Then it has been decided to use the TPCK framework and technology integration levels of which effectiveness was proven in many studies, (

Technological Pedagogical Content Knowledge (TPCK) Framework
Technology and theoretical framework are two integral parts of both the design and functioning of integration programs (Demir, 2011). Technological pedagogical content knowledge (TPCK) is a theoretical framework obtained by adding also the technology component to the concept of pedagogical content Knowledge (PCK) that Shulman (1986) has created, in order to provide technology integration in learning-teaching environments. The TPCK framework ( Figure 1) focusing on the content, pedagogy and technology components of knowledge, suggests that the learning-teaching activities to be realized with technology support will arise from the dynamic relationship between these components, and defines how this interaction will occur (Mishra & Koehler, 2006). Bozkurt and Cilavdaroğlu (2011) summarized contents of the components of content Knowledge, pedagogical knowledge and technological knowledge, as shown in Table 1.   Koehler and Mishra (2008) emphasized that the important things in their recommended model are the knowledge components as well as the pedagogical content knowledge, the technological content knowledge, the technological pedagogical knowledge and the technological pedagogical content knowledge, arising from the intersection of those information components. They also stated that these constitute a basis for the development of a good teacher (Mishra & Koehler, 2006).

Technology Integration Levels
Technology integration is the use of technological tools in curriculum in order to achieve the objectives set in the learning-teaching process and to strengthen the learning of students (Cartwright & Hammond, 2003;Bauer & Kenton, 2005). Hughes (2005) proposed three levels to determine the extent to which the technology usage in learning-teaching process is achieved. These levels have been finalized with the contribution of Demir (2011) by taking into consideration the cases where technology is not used.
Level-0: is the level at which technology is not used or technological activity directed to a specific purpose is not present (Demir, 2011).
Level-1 (Replacement): is the situation in which the use of technology provides only environmental change; but it is not used for different purposes or achievements (Akkoç et al., 2011, Hughes, 2005. The reflection of a problem that mathematics teachers can write on board through a projection can be given as an example at this level. In this case, the teacher utilizes from technology instead of the traditional materials that already exist in the classroom. In this activity, which can also be carried out without technology, there are no changes in the learning routines of the students (Demir & Özmantar, 2013).
Level-2 (Amplification): Effective and quick execution of the learning process without any change in tasks or targets is concerned at this level aiming of a facilitation by the use of technology (Akkoç et al., 2011;Hughes, 2005). Technological tools can be used to perform a number of activities in the learning-teaching process more effectively and quickly at this level in which radical changes in classroom routines and practices are not required (Demir & Özmantar, 2013). For example, the situation in which a mathematics teacher draws graphs of equations quickly and accurately through a computer by using the Derive software during the instruction on linear equation systems is an example for technology integration at this level (Kaleli Yılmaz, 2012).
Level 3 (Transformation): is the level at which technology integration is realized in a way that the students can develop deep insights into a particular subject (Demir & Özmantar, 2013). Hughes (2005) stated that teachers' pedagogical approaches would change the classroom routines and they would achieve a high level of technology integration when they were provided with deep learning. With this level of technology integration, it is possible for students to understand the conceptual mathematical structures and to establish internal connections between these structures (Akkoç et al., 2011). For example, the activities to achieve a conceptual understanding with software that will help for establishing relations between different representations of the concept of function, such as algebraic, graphical and table, can be given as an example at this level (Özmantar et al., 2010; Demir & Özmantar, 2013).

Aim of the Study
This research where the level of CAMI activities carried out by teachers through CASs and the classroom reflections of these activities were tried to be determined before and after the trainings given to the teachers, aims to answer the following questions: What level of technology integration does the mathematics teachers realize in their classes before the workshop?
At what level of technology integration did the mathematics teachers perform CAMI activities through CASs in their classes after the workshop?

Method
At the beginning of the research, CAMI Workshop was organized by the researchers within the scope of in-service training with the support of Adıyaman Provincial Education Directorate. In order to determine the participants before the workshop, official announcements were made to the secondary school mathematics teachers in the province. The workshop was held with the participation of 10 mathematics teachers. In this research, the findings of three teachers who were teaching 10th grade mathematics and working in different school types were presented.
Prior to the classroom practices, interviews and classroom observations were conducted to determine the extent to which participants performed their technology integration in their classes. However, in the classroom observations that were held before the workshop, three of the teachers did not take advantage of ICTs in their classes. For this reason, the classroom observations before the workshop were not included in the findings of the study.
The classroom practices of the three mathematics teachers through the Mathematica program on the graphs of quadratic equations (parabola) were observed and recorded by the researchers through video recording to prevent data loss. These practices lasted 18 hours in total, taking into account the length of time that teachers spend on their annual plans to graph the second degree functions. Teachers utilized from dynamic materials (nine pieces) and worksheets that researchers had prepared for their classroom practices during class time for six hours.

CAMI Workshop
Before starting the research, lecture notes were prepared for the CAMI Workshop, which will be conducted with the participants. During the workshop, an interactive virtual book was created by the researchers using the Mathematica 9.0 program in order to teach how to use the CAS program, Mathematica. In the workshop, the relevant dynamic materials on the subject of second-degree functions' graphics to be applied in the classroom environment firstly with the teachers and then with the volunteer teachers were developed based on the Mathematica, taking into consideration of the expert opinions and the achievements in the mathematics curriculum.
The CAMI Workshop was held as in the form of a total of 24 sessions, each of which was 50 minutes. It was aimed to give the theoretical information about the technology integration process, TPCK framework and CAMI in the first 5 sessions of the CAMI Workshop. In the next thirteen sessions, the general properties of the Mathematica program and the use of the Mathematica program in the teaching-learning environment were presented. In the last 6 sessions of the workshop, sample CAMI practices have been carried out through the worksheets and dynamic materials prepared about the graphics of second-degree functions.

Participants
Among the teachers who participated in CAMI Workshop, teachers who were to perform classroom practices by using the criterion sampling method included in purposeful sampling methods were identified. Criterion sampling method is the creation of observation units in a survey from the people, events, objects, or situations that have certain qualities (Büyüköztürk et al., 2010). While participants at this stage of the study were identified, it was decided to implement classroom practices with three teachers working in different school types, considering the criteria that the teachers should participate voluntarily, have the possibility to realize the CAMI in their schools, and instruct 10th grade mathematics course. Some of the information about the participant teachers are as shown in Table 2. The names of the teachers are coded as T1, T2 and T3.

6
High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica None of the participants had previously any training related to the use of technology integration or CASs in the courses. On the other hand, only T2 among the participants stated that he/she had received basic education about QBasic programming language during university education but did not perform any activities about computer programming later.

Data Collection and Data Analysis
In researches, it is generally difficult to get information about how the events occur even though it can be understood through interviews what the participants think about a topic or why they think it is so; from this aspect, observations can be used to obtain information on how these events take place in their natural environment (Çepni, 2009). The concept of "observation" defines "the process of gathering the data needed in the research by monitoring it with the naked eye or by using a tool, focusing on specific targets such as people, society or nature" (Büyüköztürk et al., 2010). In this direction, a series of semi-structured interviews and observations were conducted by the researchers to determine the level of mathematics teachers' ability to perform mathematics teaching through computer algebra systems.
While creating the observation form to be used in the research, a preliminary draft was drawn up by using the literature related to technology integration in CAI and learning-teaching environments ( Descriptive analysis method was used in the analysis of the qualitative data obtained in the research. According to Yıldırım and Şimşek (2008), the present data are summarized and interpreted in reference to the previously determined theme, in the method of descriptive analysis. The data can be organized according to the theme set out by the research questions, or by considering the questions or dimensions used in the interview and observation processes. While the way that teachers follow in the process of technology integration was examined by using the technology integration model proposed by Bingölbali et al. (2012), the extent to which technology integration had been realized in this process was analyzed by using the technology integration levels developed and contributed by Hughes (2005) and Demir (2011) respectively. The level of realization of the situations and behaviors in the observation form was evaluated as "Yes", "No" and "Partially". In order to ensure the reliability of the observation data obtained in the research, the recorded application videos were re-examined by video analysis method in the light of the observation notes, and the obtained results were reviewed accordingly. In addition, visuals and observation findings of the classroom practices were evaluated by two education specialists who had previously conducted research on the subject, and then a consensus was achieved on the results. Abbreviations of A1 (first activity) and A2 (second activity) were used when observational results from classroom practices were presented.

Findings and Results
Findings of the research were presented in two parts in order to demonstrate the extent to which mathematics teachers have participated in technology integration in their classes before and after the Workshop. On the other hand, observational findings of T1 were presented under a separate heading in order to get a better understanding of in-class reflections of the courses using Mathematica and to show which technology integration levels are being realized. Also, it was considered to receive a better understanding with this method on how the analysis of the observational data made.

Findings before Workshop
During the interviews made at the beginning of the research, participants T2 and T3 expressed how they use ICTs in their courses in the following way: After the interviews, the courses of each of the mathematics teachers were observed by the researchers for two hours each. However, during the observations, no participant benefited from ICTs in their classes, even though they had access to many ICTs (computer, smart board, tablet computer).
It was understood in the examination made before the CAMI Workshop that T2 and T3 utilized from the ICTs for the reflection of course books to the smart boards and the solutions of sample questions during their courses. It was also understood that the participants benefited from basic computer programs such as MSWord and PDF Reader but not from CAS software such as Mathematica. It cannot be asserted that such an application is very different from traditional applications. It can be said that the use of ICTs in classroom in this way will not change the class routines, but only will change its atmosphere. Therefore, it is understood that prior to the workshop, technology integration in the classes of T2 and T3 was realized at the 1st level (replacement).

Findings after Workshop
The general observations of the classroom practices performed by the mathematics teachers after the workshop are presented in Table 3 as a whole. Was there a need to use technology for the product that needs to be introduced in the activity?
Have the worksheets and guidelines for the activities to be realized been given to the students on time?
Did the students have difficulty in understanding of the instructions regarding the worksheets or computer programs used in the activities?
If so, did the teacher help the students?
Was there any student who did not involve or able to involve in the activities?
If so, did the teacher help these students to get involve in the process?
Has the teacher experienced any technical problems with the technological products or programs used during the activities?
Did the teacher highlight the elements needing attention in the activities?
At the end of the events, did the teacher make any explanations about the benefits that should have been acquired?
Did the teacher's interventions with the students during the course of the events support the intellectual activities of them?  CAMI practices were carried out by the mathematics teachers in technology classes of their schools. In the classes where the practices were carried out, it was understood that there were interactive boards, projectors and a number of computers that could be used by students. It has been observed that the PCs in the technology classes where T1 performs CAMI activities are new and have quite good hardware. This situation may have been due to the fact that the school where the implementation was carried out was Anatolian Vocational High School. On the other hand, it has been observed that the PCs in the technology classes where T2 and T3 perform CAMI activities are outdated. However, computers were able to carry out the CAMI activities prepared in the Mathematica program at the needed level.
During the CAMI activities, T1 set up a class organization in the form of each student having a computer, while T2 and T3 used a class organization with student groups. It has been understood from the observations that the reason why T2 and T3 choose such class organization is the inadequate number of computers for each student. Even though the teachers have allowed the students to exchange ideas among themselves, they have asked them to reflect their individual inferences to their worksheets. Similarly, in the discussion and question and answer environments created in the classrooms, it has been observed that the students are included individually in the process and not in groups.
All of the three teachers explained about how to use the CAMI activities prepared in the Mathematica program for their students at the beginning of class applications in about 10 minutes. It was considered that this training duration is sufficient for the students.
Almost all of the students in all three practice groups were observed to be involved in all activities. This may have been due to the fact that the teachers were successful in their classroom management and the CAMI activities were interesting for the students. In addition, the factors that keep the students interested in the CAMI activities include the motivating guidance of the teachers for their students to interact with computers and their inclination to help the students who are not involved in the process appropriately. On the other hand, it was observed during the course of applications that some of the students encountered technical problems and the teachers solved the related problem in a short time, thus preventing the students from losing motivation for the lecture. Of course, the level of technology knowledge of teachers is also important in resolving such technical problems.
As a result of the observations, it has been understood that the teachers adopting a student-centered approach along with classroom practices have generally encouraging role on the students to realize their own learning through using computers and worksheets. It can be argued that this positive attitude of the teachers contributed to the change in learning routines of the students and to their deep understandings with their individual efforts. In the light of these data, it is understood that, after the CAMI workshop, the teachers endowed with technology integration at the level of amplification (Level-2) and transformation (Level-3) by using CASs as they did not before (Table 4).

Observational Findings of T1
When the possibilities of the school where the T1 is working are examined, it was understood that the school had three technology classes in which CAMI activities could be performed. There were 16 computers with all necessary software, projectors and smart boards in the environment where the CAMI activities were carried out ( Figure 2). The class organization with a computer per two students was designed by T1 and the students were let to sit where they wanted. It was observed during the CAMI activities that the students interacted with their colleagues and exchanged their ideas, but they individually performed activities on the worksheets and computer applications. The observations showed that students were initially surprised about the teaching of mathematics course in the technology class, and that they were eager and interested in the course on the advancing time. Also it has been observed that T1 motivated the students to use computers during the course, and explained what kind of facilities these computers could provide them in their activities. In the majority of CAMI activities (except A4) carried out by T1, he/she gave worksheets and directions to the students in a timely manner. In the fourth activity, the students were told that the remaining three sides of the garden, one of which was closed by the barn, wanted to be closed with a fence wire of 200m long and then they are wanted to create a function to calculate the area of the barn that would be constructed (Figure 3).
It was observed that the students used computers even though they had to perform the activity without getting help from their computers in the first place. T1 recognizing this situation then made a warning that he/she had to make at the beginning of the event, and ensured that the relevant students had closed the program prepared for A4. Then T1 created a classroom discussion environment and got student views on how could be the function to be used for the area calculation.
He/She asked one of the students who did not get help from the computer to write the function that he/she found, by calling him/her to the board (Figure 4). It has been observed that it was difficult for the students to understand some of the directives in the worksheets or computer programs used in the activities that T1 performed. One of the students stated that he/she could not understand the concept of "direction of the arms of parabola" expressed in the worksheets at A3 and he/she had a conversation with T1 as follows: Similarly, in A5 ( Figure 5), some of the students did not understand the following directive on the worksheets: " : → , ( ) = 2 + + and ( ≠ 0) is a second degree function with given properties. Please open '5.cdf' program and create a question that ensures the conditions stated in the Table below, by using 'a, b and c' bolt that controls the coefficients in the f function, then draw the shapes created on coordinate axis". T1 firstly reminded the students that the value of "Δ" depends on the coefficients "a", "b" and "c" and told them to perform these drawings in such a way as to provide the conditions given to them on the worksheets with the help of computers. Later, T1 solved an example on his/her own computer so made the students understand the situation.
It was observed that only some of the students during A1 did not participate in activities by having extra-curricular activities on computer. When T1 realized this situation, he/she went to the students, silently warned them and asked them to participate in activities. After this warning, the students participated in A1. This may have happened due the fact that students had been involved in mathematics classes in such an environment for the first time. As a matter of fact, it has been observed that all of the students participated with interest in all of the activities except this activity. T1 made the necessary emphasis on almost all of the activities that needed to be paid attention. Similarly, he asked the class about the achievements that should be taken In-class Reflections: The Case of Mathematica at the end of all events except A3, A4 and A5, and checked whether the achievements were gained. The following conversation between T1 and his/her students at the end of A2 can be given as an example:

T1: Now, please tell me what have we learned about this activity? Who is going to say it?
Student B: Now, Teacher, because the sign in front of the function of ( ) = 2 is positive (plus), so the function goes upward. But the sign in front of the function of ( ) = 2 + 3 + 4 is negative so the function goes downward. And also Teacher, there is a symmetrical thing of the parabola like this, I mean, it's both sides are same… T1: Yes the parabola is symmetrical. What else?
Student C: Teacher, it also takes same values after a while.

T1: What else?
Student D: If the parabola is upward, then Teacher, it has the smallest value, and if it is downward it has the greatest value.

T1: Yes, good! Is there any question? Now, is there anyone who says "Teacher, I do not understand here in the question, I mean is it clear?"
At the end of A3 and A4, it was observed that after T1 was interested in the students who had questions on the current activity, he/she was conceived that all the students responded to the questions on the worksheets then he/she began to another activity without answering the questions all together with the students in the class environment. On the other hand, during fifth activity, T1 begun the new activity by telling the students that: "You already see how you will do it on a computer. We do not have to answer again". Thus, T1 ignored at the end of the activity that the students might have been unaware of the points in the activity, and also he/she did not emphasize the achievements that had to be acquired at the end of the activity.
It can be asserted that most of the interventions that T1 has made to the students during the CAMI activities (all except A1 and A7) affected their intellectual profundity positively. There were two parts in A1's worksheet similar to each other. In the first part, students were asked to specify a set of points equidistant from a fixed point and a fixed line in the analytical plane. In the second part, they were asked to perform this process by using the computer (Figure 6), so that the students were aimed to discover the relationship between the drawing they made and the drawing that should be. In the second part of the activity, T1 showed the final figure to the students by showing the figure on the screen before he/she directed his students to computer use, and then he/she made various inferences on it. Although T1 has provided the opportunity for students to deal with the related subject on computer later on, the students did not have the opportunity to interact with the computer and make individual inferences. During A7, the students were firstly asked to find out the type of arithmetic operation for the peak point of a parabola by receiving help from the computer program (Figure 7), and then to discuss and shape their ideas in class environment. They were also asked to find a general method to easily find the peak point of any second-order function given as ( ) = 2 + + . In the first part of the 7th activity, T1 gave enough time for the students to answer questions on the worksheets by getting help from computer and then to make the necessary inferences. Afterwards, the related questions put by T1 were answered with participation of the students. However, T1 did not asked the students the question related to how to find the peak point of a parabola given as f(x)=ax^2+bx+c at the end of A7, but told them that the mathematical procedure to be carried out was "completion to perfect square" and found the result by making the relevant and necessary procedures on the board. This situation draws attention as a restrictive factor for students to realize their own learning.
The findings of observations on the extent, to which the technology integration into the teaching environment was realized during CAMI activities performed by T1 through the Mathematica program with CAS software, are given in Table 5. It can be said that during the CAMI activities performed by T1 through the Mathematica program, all activities except A1 and A7 were realized at the level of transformation, which is the highest step of the technology integration in teaching environment. T1 supported the students in all activities to benefit from computers and made motivational explanations about the necessity and use of technology. In almost all of the activities, the students interacted with the computers, reflected their inferences on worksheets and exchanged their ideas through teacher-created classroom discussion environments. Thanks to this atmosphere created by T1, the course became student-centered and an efficient learning environment was achieved with the participation of all students. It can be said that, during the activities in which the learning environment was established, the students obtained the desired achievements by depending on their own conclusions about the subjects requiring of deep understanding. Apart from this, T1 did not create a clear environment during A3, A4 and A5 for the exchange of ideas with the participation of the whole class at the end of the activities about the achievements to be gained by the students, and he/she was only interested in some students on an individual basis. The fact that this kind of behavior can create matters not provided for the learning of other students, draws attention as a partial deficiency. Although the students were given enough time to interact with the worksheets and computers during A1 and A7, T1 explained the necessary procedures on the subject of the achievements needed to be gained at the end of the activities, directly by writing on board without asking the students' views. This situation may have prevented the students' individual learning from being carried out at the desired level.

Conclusions and Recommendations
While the mathematics teachers were observed, it was not only examined whether they used ICTs but also the effects of activities performed by them on class routines. This is because teachers' pedagogical approach will provide a high level of technology integration when they change class routines and provide them with deep learning (Hughes, 2005). Before the CAMI Workshop, two of the teachers stated that they used ICT in their courses. This usage has been realized at the level of replacement (Level-1), as in many studies in the literature ( The mathematics teachers performed 6 of the activities that they applied after the CAMI Workshop at amplification level as the 2nd level and also carried out 21 of them at transformation level as the 3rd level. This situation leads to the conclusion that mathematics teachers have made progress in realizing CAMI through ICTs by providing high level of technology integration in their courses. This result supports the findings indicating that both the teachers who were trained on technology integration ( In-service trainings can be given to the teacher in order to enable them to benefit from the ICTs by realizing the technology integration at the upper levels in their courses. It is necessary but not enough to train the teachers on how to use ICTs in technical manners during these trainings. In order for ICT usage to contribute to mathematics education in the desired direction and level, teachers can be trained about TPCK framework, technology integration process, CAMI and CASs such as Mathematica program. The CAMI Workshop held during the research process may be a model for which the relevant persons can get ideas for organizing these kinds of trainings.
Nearly all of the CAS software used today was created in English. The researchers or teachers whose native language is not English and who want to study in this area should pay attention to this situation. In overcoming this difficulty, it may be advisable to convert the relevant CAS program language into the user's native language. As an alternative, the course content within in the context of CAS trainings may include vocational English education as needed. In addition, preparing interactive documents or lecture notes in the native language of participants about the topic of the CASs can help addressing the participants' difficulties in this regard. In-class Reflections: The Case of Mathematica The dynamic materials and worksheets used in courses are very important for the realization of a high level of technology integration. For this reason, it is necessary for teachers or researchers to design the relevant worksheets and dynamic materials well before starting the activities related to the CAMI. It may be suggested that the ministries of education present the required worksheets and dynamic materials to teachers as available. On the other hand, various internet platforms can be created where researchers and teachers can share worksheets and dynamic materials that they develop, and also in which developers can exchange their ideas and experiences. Teachers and researchers can benefit from the freely available dynamic materials published by Wolfram, the maker of the Mathematica program and one of the current international web sites where teachers and researchers share materials about CASs (demonstrations.wolfram.com).
After identifying the activities and materials needed by teachers who want to use CASs in their lessons in accordance with achievements of the issue, they can perform classroom applications using the "technology integration tracking form" in which the questions on the observation form used in the research are also included (Appendix 1). This form can be proposed as a standard that teachers can track in the planning and implementation of the lesson to create a classroom environment where technology integration is provided at a higher level.
In the research, teachers used worksheets and dynamic materials prepared by the researchers in the course of class practices. In different researches on CASs, it is possible to investigate the suitability of worksheets and dynamic materials developed by teachers for educational activities. In addition, the in-class reflections of the practices that teachers perform with the products they have developed can be examined.
It can be mentioned that one of the main differences that distinguishes CAMI from traditional teaching methods is that students interact with computers and make individual inferences about the relevant subject. This interaction is usually provided by dynamic materials. In order to move the students' interaction with computers to higher levels, they can be trained on CASs like Mathematica. In this way, students do not only use the dynamic materials presented to them but also can create their own computer programs related to mathematical structures. Moreover, on this account, teachers will be able to give their students homework for which they can utilize from CASs in different ways. Likewise, the use of CASs can be achieved during the measurement and evaluation phase by enabling students to use CASs at more advanced levels.
It has been observed in the study that in the classes in which the CAMI practices were carried out, the teachers adopted an individual class organization in which each student made his own conclusion about the topic and transferred them to the worksheets and expresses them in classroom discussion environments. Therefore, the results obtained in the study are the products of the individual efforts of the students. From this point of view, it can be suggested to carry out different studies addressing cooperative learning environments in which students can perform CAMI activities in groups through CASs.
In order to better understand the effects of CAMI activities through the CASs in the direction of the technology integration process, new studies in which different topics of mathematics and geometry are addressed, can be conducted. Thanks to these studies, it can be ensured that the teachers, who want to benefit from CAMI in their courses, have ideas on what level of technology integration on which subjects they will realize, and also about the issues such as the possible positive and negative aspects of the relevant process and the effects of these aspects on students' success. The realization and dissemination of CAMI at the desired level will in particular require researchers studying in this field as well as their guidance. Both quantitative and qualitative increase in the number of researches conducted/to be conducted for CAMI, especially those involving mathematics teachers, can make significant contributions both in terms of the relevant literature and the inclusion of CAMI activities in classes.

1)
How was a class organization organized according to the technological tools available in the environment? 2) Have students been taught how to use dynamic materials or software before the events begin?
3) Was there a need to use technology for the product that needs to be introduced in the activity? 4) Have the worksheets and guidelines for the activities to be realized been given to the students on time? 5) Did the students have difficulty in understanding of the instructions regarding the worksheets or computer programs used in the activities?  If so, did you help the students?

6)
Are there any student who not involve or able to involving in the activities?
 If so, did you help these students to get involve in the process?

7)
Did you highlight the elements needing attention in the activities?

8)
At the end of the activities, did you make any explanations about the benefits that should have been acquired? 9) Did your interventions with the students during the course of the activities support the intellectual activities of them? 10) Have you experienced any technical problems with the technological products or programs used during the activities?  If so, have you tried to overcome these problems?

11)
Which level did you implement technology integration into the teaching environment in the course of the activities? 0. None


Virtual Laboratory for Line Follower Robot Competition

Received May 21, 2017 Revised Jun 23, 2017 Accepted Jul 2, 2017 Laboratory serves as an important facility for experiment and research activity. The limitation of time, equipment, and capacity in the experiment and research undertaking impede both students and college students in undertaking research for competition preparation, particularly dealing with line follower robot competition which requires a wide space of the room with various track types. Unsettled competition track influences PID control setting of line follower robot. This study aims at developing Virtual Laboratory (V-Lab) for students or college students who are preparing for line follower robot competition with unsettled and changeable tracks. This study concluded that the trial data score reached 98.5%, the material expert score obtained 89.7%, learning model expert score obtained 97.9%, and the average score of small group learning model and field of 82.4%, which the average score of the entire aspects obtained 90.8%. Keyword:

INTRODUCTION
On robot competition, a fine and stable Line Follower (LF) robot is required. A stability on the movement of the robot influences the accomplishment of the object taking and placing on the competition. The more stable the robot movement results in the higher possibility of accomplishment. One prevalent means to improve the stability of the robot is by using PID control [1].
Track installment for LF robot testing requires a wide space of the room. Meanwhile, the existing laboratory is not feasible to be installed various types of LF robot track. Thus, it is necessary to provide various types of virtual track in a form of virtual laboratory to obtain parameter value of PID LF robot [2].
Virtual laboratory or commonly known as V-Lab is a computer technology development as an interactive multimedia object to simulates laboratory experiment on the computer [3]. V-Lab is a computer simulation that enables an experiment function of a laboratory on a computer. Recently, a preferable virtual laboratory is an offline virtual laboratory. However, it does not offer a long-distance application at the same time [4]. In other words, the offline virtual laboratory is only limited to one particular application in one room with the initial data required to be input in each computer. Online virtual laboratory, hence, is imperative to be developed. The online virtual laboratory is a computer technology development in a form od interactive multimedia object to simulate laboratory experiment on the computer and accessible from the internet [5][6]. Learning Management System (LMS) is employed within the component of online virtual laboratory [7][8].
This study utilizes virtual laboratory (V-Lab) as a learning media of line follower robot which aims at providing the students a feasible laboratory for generating and simulating line follower robot on its track and as a learning media in resolving issues online follower robot dealing with Kp, Kd, and Ki on various competition tracks.

RESEARCH METHOD
This study used development learning research model in Figure 1 [9][10]. However, in this study, the stages used are only until the ninth stage. This was done with the consideration that the development of the Virtual Laboratory learning model developed only until the test prototype of the product. Here, product development trials were conducted through three stages, namely individual test, small group test, and field test. The individual test phase was carried out by the learning media experts, materials experts, and learning model experts. The individual trials were conducted to determine the feasibility of teaching materials, instructional media and virtual laboratory learning model developed.
The small group trial conducted aimed at observing the feasibility of learning model design virtual laboratory, particularly the feasibility of learning media based on the web and LMS employed in line follower competition learning. Within the small group trial, the authors explored information regarding all possible obstacles faced by the students the moment they try to use the learning media based on web and LMS. In addition, the authors also tried to identify the weaknesses in LMS from varied perspectives based on the group of students.
Field trials are an advanced stage after a small group trial conducted. At this stage, the developer requested information from students that amounted to at least 20 people in one particular place simultaneously. The tested product in the field test is the product of revision at the individual (expert evaluation) and small group trial stage. This field test is conducted to determine whether or not the product has been developed.
The research instrument employed in this study is a questionnaire. Questionnaire employed in the validation process experts (material experts, media experts, and learning models Virtual Laboratory experts), and also to identify the students' response to the learning model and the developed Learning Management System. Questionnaires employed in this study was in the form of a closed questionnaire where alternative answers have been provided thus the respondents were only required to choose the answer. The calculation of the questionnaire score was calculated from the answer score for each question. The answers to the questionnaire used a Likert scale consisting of four categories of choice.
The data analysis techniques in this study were using the formula percentage, where the results of these calculations were used to see the feasibility of the aspects of learning assessed. Equation 1 is used to determine the percentage of eligibility of the assessed indicator [8]. Table 1 shows the classification is feasibility level criteria [9].

Virtual Lab Architecture
The virtual lab was created using LMS with the support of Moodle as an interactive learning media as shown in Figure 2. Students can use Internet-connected devices to access V-Lab, then it requires a registration account as member/teacher / tutor with different features arranged by the server and stored in the database.

Virtual Lab Model
The virtual lab model is shown in Figure 3. In Moodle, there is an interaction between instructor and student by differentiating the interaction within, in which the instructor as the facilitator and provider of learning material and consultation online to the students. While the students only serve as users who are required to be registered in a virtual lab which is able to interact with both online with the instructor and offline.

Virtual Lab Material
The material provided in VLab are: 1. Line follower robot generating 2. Line follower robot troubleshooting. 3. The determination of Kp, Ki and Kd parameters on PID control based on track level of difficulty from beginner to advanced level. 4. Questions and Answers regarding the robot line follower.
The determination of Kp, Ki and Kd parameters on the PID control of the LF robot is presented in Figure 4 based on the Ziegler-Nichols Oscillation method on the PID robotic PID LF parameter search [10][11]. This method can shorten the search time parameters for using simple formulas and process of trial and error only on the search parameters Kp [10].
In the second method of Ziegler-Nichols, the first thing to do is to generate Ti=0 and Td=0. Then, only by using proportional control action, the value is increased from zero to a critical value Kcr, here the output initially has a continuous oscillation. From oscillating outputs continuously, critical strengthening of Kcr and Pcr periods can be determined. For continuous oscillations with the Pcr period Kp, Ti, Td adjustment are delivered based on Table 2 [10][11].

RESULTS AND ANALYSIS
V-Lab interface is presented in Figure 5. V-Lab also provides a questionnaire for a pilot study based on Walter Dick and Lou Carey's learning development model, the questionnaires are addressed for a learning media experts enrolled in a V-Lab as a teacher, a questionnaire for a material experts enrolled in a V-Lab as a teacher, for the learning model experts enrolled in the V-Lab as teachers, questionnaires for the small groups enrolled in the V-Lab as students, and questionnaires for field trials enrolled in the V-Lab as students. Media expert validation data were obtained from the media Virtual Laboratory which was logged in as a teacher or supervisor through a web questionnaire online follower community consisted of two tutors. The validation results are shown in Table 3. Learning media effectiveness 8 assessment aspects 100 % 2.
Learning media efficiency 4 assessment aspects 96.9 % Total 17 assessment aspects 98.5 % According to Table 1 on the feasibility level criteria, the results obtained from the learning media experts as a whole stated that the learning media used in the learning is very good. The average score of the whole aspect of the assessment obtained from both media experts amounted to 98.5%. Hence, it can be said that the media used in basic dynamic web programming learning using Virtual Laboratory models are valid and do not require revision.
The validation data obtained from web media Virtual Laboratory who logged in as a teacher or supervisor of the web questionnaire online follower community as much as four teachers. According to the Table 4 which refer to the Table 1 for the criteria of feasibility, the results of both the overall material experts stated that the materials developed in the Virtual Laboratory design study model defined as excellent. The average percentage of the overall assessment aspect of both material experts obtained 89.7%. Hence, it can be said that the material on the basic line follower standard of competence developed is valid and does not require revision. The expert evaluation of the learning design and model was conducted to enhance Virtual Laboratory learning model that has been developed. The expert validation data of learning model was obtained from Virtual Laboratory web in the form of a questionnaire of three teachers. According to the Table 5 referring to  Table 1 on the feasibility level criteria, the results obtained from the expert of the overall learning model state that the designed Virtual Laboratory learning model meets the assessment criteria. The average percentage obtained was 94.8%. Hence, it can be said that the design of the learning model of Virtual Laboratory has been valid and require no revision. Table 6 shows the results of small group trials to UM students of Electrical Engineering Education who joined the team line follower will be described. The data were taken from 10 students. Based on the result of data analysis, it is discovered that the average total score of the entire aspects of assessment obtained was 80,4% referring to Table 6 regarding validity criteria. In this small group trial, therefore, the developed LMS can be confirmed as valid. Field trials are an advanced stage after a small group trial was conducted. In this section, the results of field trials tested to the participants of line follower competition as many as 24 students will be described. The validation results are shown in Table 7. After the improvement of the LMS, referring to the small group trial results data (Table 6), some previous aspects assessments are considered valid (range 60-79%). The field trials average percentage is presented in Table 7. The results indicated that the media is confirmed improved and it can be considered that the entire aspects of the assessment have been valid (range 80-100%).

RESULTS AND DISCUSSION
The results of the material experts, media experts, model experts, small groups, and field were analyzed by comparing the data on the V-Lab pilot project [7] as follows:

Media Expert
The aspect of assessment on media attractiveness obtained 97.5%. This result was obtained due to lack of animation. While the media efficiency obtained 96.9%. This number was obtained due to lack of completeness. After improvement was conducted, there is a 2.5% increase on the result.

Material Expert
The aspect of assessment regarding material obtained 83.76%. This result was obtained since the language utilization on the media remains inadequate. The evaluation aspect obtained 91.7% which was obtained due to feedback process. While the efficiency aspect obtained 93.75% which was obtained due to motivation. After improvement on the media was conducted, it obtained 3% percentage increase.

Model Experts
The attractiveness aspect obtained 75% due to the lackness on the objectives of the media. The efficiency aspect resulted on 83.3% since the flexibility remains insignificant. After the improvement was conducted, it increased 7%.

Small Group Trial
In small group trial, LMS obtained 82.3% which was due to the availability of tutorial. While LMS Material obtained 78.5% which was due to the minor utilization of picture. After the improvement was conducted, it obtained 6% increase. The results of improvement on field trial are presented in Table 7.
In general, the experimental data validation of media experts, material experts, small group trials, and field trials as shown in Figure 6.

CONCLUSION
Virtual Laboratory is a combination of face-to-face learning and online learning possessing diverse learning settings. The designed Virtual Laboratory refers to the learning setting that classifies into four quadrants learning settings, namely (1) Live Synchronous, (2) Virtual Synchronous, (3) Self-paced asynchronous, and (4) Collaborative asynchronous. Based on the process of development and analysis of trials result in data that has been conducted, it can be drawn that the developed Virtual Laboratory is feasible to use for simulating the line follower robot competition. However, further development, such as the control parameter could be developed for gaining more real result. Engineering, University of South Australia. His major research interests are related to electromagnetics, magnetic materials and measurements, engineering informatics as well as innovative methods in engineering education. His teaching areas cover analysis and design of electrical circuits and devices, electromagnetic compatibility and information technology. He has published over 300 scholarly works in the above fields. He has received numerous national and international awards for excellence in research, teaching, engineering education and community service.


extfieldsofstudy:
Physics
Computer Science

text:
Game Multimedia in Numeracy Learning for Elementary School Students

Numeracy is one of the basic skills for elementary students to understand further concepts of mathematics. However teaching numeracy is still using recitation that can overload student’s memory and make them reluctant to learn mathematics, so an innovative way by using multimedia to attract student interest in numeracy is needed. Therefore, the purpose of this study are: 1) to develop numeracy learning multimedia for elementary school students; and 2) to find out whether the implementation of numeracy learning multimedia can improve the students numeracy skills, and how is the response of elementary school students by using multimedia in learning numeracy? The results showed that multimedia can improve students’ numeracy skill which is quit medium and the student response by using multimedia in numeracy learning are good.

Introduction
Numeracy is one basic skill of mathematics used in everyday activities which is very important. Thus, this concept has been given since elementary school. It is a basic skill for students to learn mathematics concept further. Numeracy on the elementary school dominates all part of mathematics concepts. Therefore, numeracy is strongly emphasized [1]. Numeracy is inseparable from mathematics. Numeracy is available in other mathematics branches such as algebra, geometry, statistics, probability, and topology [2].
Learning numeracy is not always smooth. Moreover, there is a presumption that mathematics is one of the difficult subjects and less liked by most students. In fact, many of students are complain that mathematics makes them reel and stress. Moreover, those who teach mathematics are often quick tempered, stigmatize and give punishment frequently as well as lecture in a faster and monotonous way [3].
So far, numeracy has been conducted through conventional method such as memorizing. Teachers have not been optimized in using media. This kind of learning is clearly imprecise, since the memory of children is limited. They remember things which are visible only. Memorizing will only overload the brain. Therefore, students will be reluctant to learn math and decrease learning motivation and numeracy ability. Research results in 2012 showed that the average numeracy ability of grade 2 and 3 is 5.54. Such data is believed to be not only occurred in 2012, but also in recent years and occurred in almost all regions of Indonesia [4]. By considering the subject is children in elementary school which is under of 12 age and still like to play, then learning numeracy should be in the form of game. Since memorizing is emphasized in learning numeracy which is boring, then it is time to learn fun numeracy by game multimedia learning. Game development during few years has been increasing rapidly. The first computer game that was created in 1952 by Alexander Douglas [5]. Since then, the purpose of game developments continues to grow. It was affected by the development of the reasons why people play games. There are some common reasons why people play game, such as entertaintment, exploration, and fantasy, proving oneself, social lubrication, exercise, needs for acknowledgement, and also educational reasons [6].
Optimization of multimedia or technology usage in teaching mathematics should be increased [7]. Teacher-centered learning has now changed into student-centered learning. A one way learning has changed into multidirectional learning. Conventional learning has also changed into multimedia learning. Advances in technology and the development of new and powerful educational tools brought technology integration into instructional practices [8]. It increases teachers' productivity in teaching and engages students in their learning of mathematics [9].
Multimedia has advantage especially in delivering message to make the material clearer, because of composition elements such as text, sound, animation, video, and interactivity. Multimedia games allow students to be more active in learning, since they are encouraged to be independent and as if engaged in his/her own situation experienced [10]. Learners engage in the cognitive process known as multimedia learning [11], [12]. This research would like to unveil how to make students having interest and motivation in numeracy, the same as when they played games by using games multimedia. The problems proposed in this paper are: 1) How to develop numeracy learning multimedia for elementary school students; and 2) Are there any improvement of student's numeracy skills after implementation of numeracy learning multimedia, and how is the response of elementary school students by using multimedia in learning numeracy?

Games Based Multimedia
In general multimedia is a combination of various media such as text, images, video and animations in one computer-based program that facilitates interactive communication [13]. That as any other educational media, multimedia remains as tool, method and approach used to establish communication between teachers and students during teaching and learning process [14].
Media in learning process is a supporting component. A teacher who conveys the material without using media is not considered failed. Therefore, media plays an important role in guiding the learning process and results. The advantages of teaching by using media, including interactive multimedia [14], are as follow:  Provides a deeper understanding of material explained, since it explains a difficult concept into a simple one.  Able to explain abstract materials or objects into concrete.  Helps teacher to present material easier and faster, so that students will easily understand. The material will also be long remembered as well as easily to be re-expressed.  It is interesting and excites attention, interest, motivation, activity and learning creativity of students as well as entertaining.  Makes students participate in the learning process and gives a deep impression to them.  Learning material can be re-playback, for example by using video record, compact disk, tape recorder or television.  Able to form the same opinion and the right perception toward an object since it is not only verbally conveyed, but also real.  Create a condusive learning environment. Students are also able to communicate and interact with their learning environment so it gives a real experience.  Establishes students' attitude in the aspects of affective, cognitive as well as increase psychomotor ability.  Students learn in accordance with their characteristics, necessity, interest and talent either individual, group or classical, and saves times, energy and cost.
The development of interactive multimedia has to fulfil several criterion in [15], such as:  Ease of navigation. An interactive multimedia should be designed as simple as possible so that students will learn easily.  Cognition. It means that the material contains a clear knowledge.  Information presentation is used to assess content and the interactive multimedia itself.  Integrated media, means that the media should integrate the aspects of knowledge and skill.  Artistics and aesthetics. To attract learning interest, the program should have an artistics and aesthetics display.  The overall function. In other words, the program developed should fulfil learning desired by students.
In recent education, interactive media is getting evolved. There are many types of media that can be developed by teacher. There are several interactions which can be applied in designing learning media, such as games [16]. Instructional games is one form of modification of the games exist in a computer program, yet the packaging contents is adapted to the material relates to learning. Basically games are designed for the learning purposes, so that the game is presented in accordance with the purpose of learning.
The principles in using games in [17] are as follows:  Students are required to have a clear concept of learning objectives contained in the games.  Students must understand the procedures and rules of the games as well as the judgement.  Make sure that the game is structured in such a way as to make all participants involve in the activity.  It contains an initial explanation or discussion towards the conclusion of the game.

Horizontal Numeracy
Horizontal Numeracy is new and a completion of vertical Numeracy. There are three reasons underlying the statement [18], i.e based on the process of addition, subtraction, multiplication, and division.
First, the association concept of units, tens, hundreds, thousands, and so on in the traditional method to complete the process of addition or subtraction is of course already existed, but the emphasis is still less because of the separation between the value of the units, tens, hundreds, and so on are not explicitly marked by a separator notation. While in the horizontal concept, the association's concept on the value is firmly expressed by vertical bar. With the notations of vertical bar, the value of units, tens (|), hundreds (| |) and so on will be more easily understood and imagined. It is obviously an overview of metric needs to be explained first. Metric is a method of calculation conducted horizontally by using notation of the vertical bar. Vertical bar metric|, ||, ... is the ' box ' containing the appropriate 1,2, ...,numbers in which if there is an excess, the remain will be moved to 'the box' on the left and summed up; however if it is less, a zero will be added to 'the box' without changing the value.
Second, the process to calculate the multiplication through the horizontal Numeracy turns out to be creating special patterns called as portals or horizontal patterns. Through the portal, the multiplication process becomes faster than the traditional one. For example, the square of the number 85 when conducted by using the horizontal method are as follows; 8 x (8 + 1) || 25 = 72 || 25, the result is seven thousand two hundred and twenty-five. Single digit multiplication with any number by using a common metric is very easy because the brain needs not to store numbers since the requirement is only to master the multiplication 1 to 9. Two, three-digit multiplication via Metric is the multiplication of two or three numbers, tens, hundreds of which are resolved by using the help of a gradual multiplication of one digit metric, until the final result is obtained, then drafted right align and resolved by using "Metris Menyerong (+M)". Third, the horizontal numeracy is a good intermediary teaching; from a traditional learning basic Numeracy into algebra. Algebra is a branch of Mathematics by having signs and letters to illustrate or represent the numbers. By using the horizontal Numeracy, in particular the multiplication completion by using a portal, the students are guided to know a variable value. This knowledge is a basic foundation of understanding an equation or function in algebra.

Developing Multimedia Methode
Steps conducted in developing numeracy multimedia learning includes: the analysis of software and hardware necessity, designing, development, and testing.
In analyzing step, researchers conducted introductory study in the form of exploratory and literature. Exploratory study was carried out by using browsing technique, i.e. the search for looking information about numeracy ability of elementary students and the media usage, including learning methods used. While the literature study was conducted by collecting writings both in the form of journals, books, and articles related to interactive multimedia that can be used in learning mathematics generally, especially in the numeracy. Continued with user analysis, software analysis, and hardware analysis for knowing a sufficient hardware is also needed so that multimedia will run well in minimum specifications of hardware. Then designing and developing step was also done. Pict 1 show the homepage on numeracy mutlimedia. A testing toward multimedia is conducted to make sure the functions run well. The testing is conducted by using blackbox testing. After that the multimedia is judged to be considered eligible by experts and the repair related to theirs suggestion and recommendation.

Implementation Multimedia in Numeracy Learning
This multimedia was implemented to the fourth grade students of elementary school in Bandung city. The design in this implementation was a pretest -learning processposttest. The concept of numeracy that be given, were the position of numbers, addition, subtraction, multiplication, and division. After learning numeracy with multimedia completed by the post-test. Then the students are given questionnaire to find out their responses toward the multimedia used. The implementation stage 4 1st Annual Applied Science and Engineering Conference IOP Publishing IOP Conf. Series: Materials Science and Engineering 180 (2017) 012068 doi:10.1088/1757-899X/180/1/012068 is conducted to 33 students, with three times meeting/phase in a class. The following are the results of multimedia assessment after three times meeting/phase in a class: The average results of pre-test and post-test as shown in Table 1 below: From the data in Table 1 shows that in general the average value of post-test results increased compared to the average value of pre-test. To find out the success level of multimedia usage in the numeracy learning process, the gain calculation had been done. The calculation was using an equation (1) as follows: (1) where, = Gain = Posttest score = Pretest score = Max score The gain result is 0,38. This result is counted to medium category. It means that the multimedia usage could increase student's numeracy skills. It can be observed by the class average results which are the average pretest result is 58.7 and the posttest average is increasing to 74.3. Based on Table 2, that there was an increase in all indicators. In the aspect of learning goal alignment increased from 73% to 77.8%, feedback and adaptation increased from 74% to 80.6%, motivation from 73% to 81.81%, presentation design from 72.9% to 78.9% , interaction design usability from 68.5% to 78.5% and accessibility aspects increased from 70.1% to 77.1%. On average increase occurred in 78.9%. and considered as "good".
According to student responses as in Table 2, there are some aspects that are fixed on multimedia used in numeracy learning. Aspect that are fixed as shown in Table 3. The description has been changed into 40 minutes.
After repair of the multimedia as in Table 3, includes completing the skip button and setting the time to evaluate the multimedia can be used in teaching math in elementary school.
The multimedia that used in this numeracy learning was design by considered some aspect, such as multimedia technology aspect and material aspect. The material aspect that is conducted based on the results of the preliminary observations and interviews with teachers of mathematics in the elementary school. Based on the difficulty level and also material needed, numeracy is the most subject which needed to use multimedia. Two concepts in numeracy which are difficult according to students are multiplication and division. The researchers applied games-based multimedia for learning horizontal numeracy. The core of this model is that the learning process of the students related to declarative and procedural knowledge which structured well and able to be taught with a gradual pattern of activity, step by step.

Conclusioan
Based on the research result, conclusions are obtained as follow: Multimedia is used in teaching numeracy developed in accordance with the steps appropriate multimedia development, by considering aspects of students' needs and the material being taught. Implementation of multimedia in numeracy learning in elementary school students can improve students' numeracy skills and students' response to the use of multimedia in teaching arithmetic in the category of 'good' in the aspect of learning goals, feedback and adaptation, presentation, interaction, and on accessibility.