Transcript Technology for Mathematics Instruction

By: David Usinski
[email protected]
http://techteaching.net/teachers.html
http://techteaching.net/teachers.html
http://techteaching.net/teachers.html
 Why Technology?
 Seated
Courses
 Online Courses
 Other Resources
Students learn mathematics by doing
mathematics, engaging in tasks and activities,
mediated by the teacher. Technology’s
influence on students’ mathematical learning is
either amplified or limited through the kinds of
mathematical tasks and activities teachers
provide. The newest generation of handheld
technologies can provide unique opportunities
for students to do mathematical tasks in new
ways that have the potential to foster learning
and develop understanding.
THE ROLE OF HANDHELD TECHNOLOGY IN TEACHING AND
LEARNING SECONDARY SCHOOL MATHEMATICS
 Gail Burrill, Michigan State University
 Technology
motivates students to learn,
complete tasks that might bore them with
pencil and paper, provides creative ways to
solve problems, and offers a risk free
learning environment for students to
explore the world of mathematics. It
encourages students to become active
learners with a quest for knowledge and to
assume responsibility for their own
learning.
http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde
x.htm
 Mathematical
concepts are understood in
several different ways... using pictures,
non-linguistic representation, interactive
math tools, graphs, colored squares,
multimedia presentations, and number
lines. It enables students to use a variety
of media and formats to apply, evaluate,
synthesize and communicate information
and ideas effectively to multiple
audiences.
http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde
x.htm
 Interactive
Math tools, digital
photography, and spreadsheets should
be used in the classroom because they
are tools that provides concrete ways to
explore abstract concepts, enhance
success for visual learners, promote
higher-order thinking skills and deepens
understanding..
http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde
x.htm
 Students
are more assertive in a risk-free
learning environment of the computer.
Errors are easily corrected or edited,
creating a finished product that students
are proud of and are willing to share.
http://teachers.redclay.k12.de.us/pamela.waters/math/fetc/inde
x.htm
http://www.p12.nysed.gov/irs/statistics/hsgrads/2009/table1.pdf
https://www.nystart.gov/publicwebexternal/2006statewideCIR.pdf
 Textbook
– traditional without any online
homework environment.
 Textbook with online homework.
 eText with online homework – seated and
online.
 Self-Paced Computer Mediated Learning.
Online
Homework with
eText
Computer
Mediated
Spr 2007 to Spr 2010
MT001
Pass
MT003
Total
Percent p1 != p2 Pass
Textbook Only
55
98
56%
31%
Textbook with MathXL
10
24
42%
40%
Academic Systems
22
63
35%
2%
ALEKS
16
22
73%
4%
245
485
51%
Overall - City
Total
Percent p1 != p2
8
13
62%
16
29
55%
Conclusion: ALEKS appears to work in a 5 hour per week lab setting.
39%
Sample
YouTube
Sample
 TI-Nspire
CAS Navigator – Thank you
Title III Grant and Mary Beth Orrange!
 A Totally Interactive Mathematics
Classroom
 You
can download this PowerPoint at:
 http://city.ecc.edu/usinski/presentations
.html