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S upporting Math with Technology

S upporting Math with Technology. Presented by: Somayeh Rezaeian Lidia Niro Nathalie Duponsel. Why we chose this topic. The potential of technology in facilitating the learning of mathematics The volume of teaching tools available on-line

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S upporting Math with Technology

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  1. Supporting Math with Technology Presented by: SomayehRezaeian Lidia Niro Nathalie Duponsel

  2. Why we chose this topic • The potential of technology in facilitating the learning of mathematics • The volume of teaching tools available on-line • Students’ expectations to use technology; digital natives • Students’ difference in learning styles • Teachers’ own weaknesses in math and technology

  3. It has been shown to be effective: • Engages learner’s interest • Encourages active learning • Learning by doing • Enhances learning and understanding of complex subject matter • A picture is worth a 1000 words like a visual process is worth a 1000 explanations • Can foster collaboration between learners

  4. Things to consider: • The ways of learning mathematics • The ways technology can improve the students’ math learning outcomes • The ways of assessing the instructional value of websites • The curriculum content standards – QEP

  5. Ways of learning Learning Styles - there are so many… • Visual (seeing) • Audio (hearing) • Kinesthetic (doing) Math Knowledge • Declarative Math • Procedural Math • Conceptual Math

  6. Types of web-games and programs for math • Sites that build declarative math • So that higher order math can be done • Drill and practice – that does not use counting to find solution • Ex: Reflex Math FASTT • Sites that build procedural math • Programs that act as scaffolding tool • Hints to solving problem – fewer as advance • Ex: MangaHigh.com

  7. Types of web-games and programs for math • Sites that build conceptual math • Use concrete examples to explain abstract concepts • Based on everyday experiences • Promotes anchored knowledge vs. inert knowledge • Ex: AnimalWatch.org • Help students understand word problems • Show how to break down into elements • Organize information • Choose method of solving • Ex: GO Solve Word Problems TinkerPlots

  8. Assessing instructional value of websites • Pedagogical Fidelity • Does it cover material and competencies of curriculum? • Cognitive Fidelity • Must be meaningful to the student • Real world examples • Allow for interaction and manipulation of operations • Mathematical Fidelity • Mathematically sound • Should not be a problem at elementary level

  9. Link to QEP Mathematics, Science, and Technology • Core Objectives “view this knowledge as a tool that can be used in everyday life” (p. 138) • Competency 1: To Solve Situational Problem Related to Math “solving a situational problem requires reasoning, research and use of strategies to mobilize learning” (p.142)

  10. Your turn! √ Compare these two math education sites for young children.   Which do you find more reliable and credible? Why? http://www.coolmath4kids.com/addition/01-beg-addition-lesson-01.html http://pbskids.org/curiousgeorge/games/bring_it/bring_it.html

  11. Checklist for future use

  12. References • Beal, Carole R, Rosenblum, L. P., & Smith, D. W. (2011). A pilot study of a self-voicing computer program for prealgebra math problems. Journal of Visual Impairment & Blindness, 105(3), 157-169. Retrieved from http://search.proquest.com/docview/864941422?accountid=10246; http://www.afb.org/afbpress/pubjvib.asp?DocID=jvib0503toc • Bos, B. (2009). Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521-528. • Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration.TechTrends: Linking Research and Practice to Improve Learning, 55(5), 45-52. Retrieved from http://search.proquest.com/docview/898325831?accountid=10246; http://dx.doi.org/10.1007/s11528-011-0527-3 • Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay?. Computers and Education, 51(4), 1609-1620. • Hasselbring, S,T., lott, S, A., & Zydney, M, J. (2006). Technology-Supported Math Instruction for Students with Disabilities: Two Decades of Research and Development. American Institution for research , 1-20. Retrieved January 31, 2012, from http://www.ldonline.org/article/6291/ • Koong, C., & Wu, C. (2010). An interactive item sharing website for creating and conducting on-line testing. Computers & Education, 55(1), 131-144. Retrieved from http://search.proquest.com/docview/742869162?accountid=10246; http://dx.doi.org/10.1016/j.compedu.2009.12.010 • MacDonald, L., & Caverly, D. C. (1999). Techtalk: Technology and developmental math. Journal of Developmental Education, 22(3), 32-33. Retrieved from http://search.proquest.com/docview/62483580?accountid=10246

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