Technology is being integrated in all subjects taught in K-12 schools and math is no exception. According to Niess (2005), the National Council of Teachers of Mathematics (NCTM) would like for teachers to continue seeking out the most current technology for teaching mathematics and to allow meaningful opportunities for students to use the technology when learning math, and thus the ISTE NETS for students would be met at the same time (imagine achieving two objectives with one effort!)
Challenge.
Before teachers can integrate the technology into the classroom, they must not only plan for how the technology can increase the effectiveness of the lesson, but more importantly plan time to teach students the fundamentals of the technology that they will be asked to use, a task that may very well require teachers to re-structure their curriculum (Niess, 2005).
Let's talk spreadsheets.
The tool of choice discussed by Niess (2005) is the spreadsheet. Niess proceeds to give examples of how spreadsheets may be used to scaffold student learning and gives several examples of specific math problems that can be more effective through the use of spreadsheets. Unless you are planning on replicating these lessons, it may not be necessary for you to actually read each math problem and see how a spreadsheet can further the lesson. Just know that it can.
Challenge be gone.
That's right, we are going to address the challenge mentioned above, once and for all.
By know we all know that before a student can integrate technology into their learning process they will have to be taught how to use the technology. This is where careful lesson planning by the teacher comes into play: each of the math problems will build on each other in regards to the technology that needs to be learned, just like the content gets progressively more advanced as the lessons continue. Therefore the first set of problems will be most basic in difficulty and in the technology required to complete and comprehend the assignment (Niess, 2005).
Need a brain-break?
We are all working so hard to accumulate the skill sets and knowledge to be the best teachers of our generation. But remember that we need to have fun and enjoy the process. So relax, watch this video, and hopefully it will make you smile and remind you how far we have all come since "day 1" of learning math.
References:
Niess, M. (2005). Scaffolding Math Learning with Spreadsheet. Learning & Leading with Technology, 32, (5). Retrieved from http://docs.google.com/viewer?a=v&q=cache:S1FPJi_aO_4J:eusesconsortium.org/docs/scaffolding_spreadsheet_math.pdf+Scaffolding+Math+Learning+with+Spreadsheet&hl=en&gl=us&pid=bl&srcid=ADGEESil8UoU-mlU6hd7URy-dA-yyaYDA132e9_pekihS76BajhOBJZGp51zH9r-DTjU0pZYf6h5jQ2qM73-_XIDHn-3459FEEs6_7RvmYvmvzlivNk8qBiYQ618W8RfgtMSD8mAytHg&sig=AHIEtbQ1uT3OOvdc4eNU9iXTGvz-ngvReQ
Sesame Street. 2006. Light Bulb Math. Retrieved October 5, 2010, from http://www.youtube.com/watch?v=WfsSX1u8MUU&p=5F1CD550759CF03D&playnext=1&index=41
Sesame Street. 2006. Light Bulb Math. Retrieved October 5, 2010, from http://www.youtube.com/watch?v=WfsSX1u8MUU&p=5F1CD550759CF03D&playnext=1&index=41
1 comment:
The visual application of mathematics is something that i have personal connection to. Throughout my math education, especially in the K-12 setting, using formulas and equations to create visuals was almost a hobby of mine. My favorite math classes were geometry and trig since the heavy use of spatial awareness. Physics was easily my favorite class from high school since it was such a unique way to see the use of math. Figuratively speaking there was a significant need to see a third demotion and the effects of matter in motion. One example would be vectors which show motion in a third detention space.
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