Skip to main content

Technology Reflection

I love the increase in technology available for teaching mathematics for all grade levels over the past decade. I found it very interesting to learn about all the different math apps and websites my classmates found for teaching a variety of mathematical concepts and grade levels. I have also experienced my CT showing students math videos and songs on Youtube throughout the past year that the students loved. We didn’t talk much about this in ETE 339 but I also think the use of online calculators and especially graphing calculators is huge because graphing calculators are so expensive and some of these online programs are free and can help students tremendously. One strength of many of these technologies is that they enhance student engagement and make students want to do math and participate in math games or videos and songs. One weakness is that teachers need to spend extra time to make sure these technologies are appropriate for the students. Even if the math app or website is appropriate for the students, teachers also have to consider that students could exit out of the game and get in trouble on other apps or websites and this can be a lot for teachers to monitor. I want to teach an elementary resource class which would include pulling students to my room for their math instruction. I envision using technology in this type of class to allow students to practice and improve their math skills while I am teaching other students one on one or in other small groups. Personally, I think teachers know that technology is enhancing student learning when you are able to see students are progressing in their math skills and not plateauing or regressing. For example, if students are working on addition facts and are playing math apps related to that, they should be becoming faster when solving those addition problems.

Comments

Post a Comment

Popular posts from this blog

Ch 5:Pose Purposeful Questions

   Posing purposeful questions reminds me of the third CCSSM Standard which is Construct viable arguments and critique the reasoning of others because teachers should pose purposeful questions to gauge student understanding and students communicate their understanding back to the teacher through their arguments of why they got the solution they did. There are five types of purposeful questions teachers ask students which are all used for different purposes. The first type of purposeful question is gathering information, which teachers use when want students to recall basic facts or definitions (mostly things that are memorization). This is a question used to assess students because it usually has a right and wrong answer and can help the teacher gauge whether or not the student understands. The second type of purposeful question is probing thinking, which is used when teachers want students to explain, elaborate, or clarify their thinking and reasoning and why they came up wit...
Post a Comment
Read more

Journal Summary: Facilitating Student-Created Math Walks

       I read the article “Facilitating Student-Created Math Walks” written by Min Wang, Candace Walkington, and Koshi Dhimgra and published in the September 2021 issue of Mathematics Teacher: Learning and Teaching PK-12 . Before reading this article I had never heard of the concept of a math walk. A math walk allows students to get outside the classroom and find math in everyday life. After reading this, I realized that I have done something similar to a math walk in my high school geometry class when we were given a list of geometric shapes and angles and we has to walk around the school and take pictures of them. The article explains the five steps teachers can follow to design each stop in a math walk. The first step is to observe the space, then pose questions to the students to get them thinking and allow them to ask questions, then connect those questions to STE(A)M fields to help the students connect it to outside mathematics. After all the stops are planned ...
Post a Comment
Read more

Standards of Mathematical Practice

          The Common Core Standard of Mathematical Practice that I researched was Standard 2: Reason Abstractly and Quantitatively. My partner and I learned that standard 2 involves students decontextualizing and contextualizing problems to help make sense of them to solve them. Decontextualizing involves taking a complex problem and representing it with symbols that are easier to understand. An example of this would be a student drawing a picture of a word problem and then being able to make a number sentence or equation that they are able to solve. Contextualizing involves taking a problem that is numbers or symbols and putting them into a real-world situation (often a word problem) to help students understand how to solve the problem. To help young students develop this skill, teachers need to help students learn the relationships between numbers (greater than, less than, or equal to) and also teach students how to do basic addition, subtractio...
Post a Comment
Read more