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Kimberly Samaniego

Kimberly Samaniego. Google Your Math: Exploring the Impact of Student Participation in Collaborative Online Environments in Algebra and Beyond MA Thesis Results. The Problem. Algebra for All does not mean access for All Achievement Gaps Equitable Teaching Practices

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Kimberly Samaniego

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  1. Kimberly Samaniego Google Your Math: Exploring the Impact of Student Participation in Collaborative Online Environments in Algebra and BeyondMA Thesis Results

  2. The Problem • Algebra for All does not mean access for All • Achievement Gaps • Equitable Teaching Practices (student-centered defined by NCTM) • Reflection, dialogue, multiple representations, and regular feedback

  3. Project Design • Google Your Math designed to provide opportunities to access Algebra at home. • Research Question: How willstudents use Google online environments in Algebra? • How would they dialogue? • How would they collaborate? • Who will use it? • How will it help them in Algebra?

  4. Grounding Research • Principles of Knowledge Building (Scardmalia & Bereiter, 1991, 2006) • Students take responsibility for their learning by planning, execution, and evaluation • Advancing the current understanding of individuals within a group, at a level beyond their initial level of knowledge • Sociocultural Learning (Vygotsky, 1978) • ZPD and dialogue as a mediation tool • Motivation (Deci, 1995) • Using technology for flexibility – allows for student choice and autonomy • Reflective feedback • Communities of Practice (Lave & Wenger, 1991) • Central and peripheral participation

  5. Project Goals • Sustain an environment of collaboration and discourse outside of the classroom and increase student practice at home • Improve student performances in algebra • Reduce achievement gaps between student populations

  6. Participants • 39 students 1oth grade Algebra 1 (2 periods) • 20 students credit deficient – classified 9th grade • Gender – 27 boys and 12 girls • Ethnicity • 12 Latino, 11 African American, 9 Filipino, 7 White • Learning Rosters (no crossing over) • 10 students with disabilities (IEPs) • 8 English language learners (ELLs) • 21 regular ed (non-disabled and English proficient)

  7. Data Collection • Weekly Discussion Prompts • Pre and Post-implementation Assessment • Mid-implementation student use survey • Semistructured student interviews • After implementation student interest survey

  8. Findings for Algebra Participation • HW prior to Google Your Math (18%, n=7) • During GYM 56% posted in discussions (n=22) • 5 Reported lurkers • Total 69% claimed participation

  9. Findings for Algebra InteractionsAdapted from Curtis & Lawson (2001)

  10. Findings for Overall Performancesin Algebra Polynomial Pre and Post Assessment Results With 2 Being the Highest Score Possible

  11. Findings for Performance Improvement in Algebra Given Find the product (procedural fluency = 9 correct computations)

  12. Findings for Narrowing Achievement Gaps

  13. Relative Percent

  14. Findings of Google’s Impact onStudent Performances in Algebra Four highest scoring performances Four lowest scoring performances

  15. Results from Student Interviews • Abe(9) – Easy to use • “It was organized on the computer. I did not have to keep track of it.” • Katie (3) – Reliable • “I did go on even if I didn’t post. I still looked at what others posted. I didn’t post because I didn’t feel confident.” • Hudun (3) – It was okay • “People posts answers. You could see how they followed steps. It helps your grade go up.” • Sherwin (10) – Improvement • “It helps because you can see other people’s answers and compare. The teachers can also explain.”

  16. Reasons for Non-Participation • 23 students participated – 16 did not • No computer (5) • Did not know how (4) • No time (2) • Forgot (2) • Just did not do it (1) • Lazy (1) • Wasn’t online ( 1) • Alternative Methods • 10 – paper • 6 – post on Google • Resulted in no change in participation

  17. Results from student surveys • Students thought that Google discussion activities helped them to understand math • Students stated that teacher and peer feedback was helpful in understanding math • Students felt connected to their peers and teacher while using Google • Students enjoyed using Google in math and many believed it would be helpful in other subjects

  18. Summary • Google Your Math showed improvement in student performances • Google Your Math showed indication of achievement gaps narrowing • Students liked using Google • Precalculus student were more creative, complex and articulate in their dialogue than Algebra students • Peripheral Participation – lurkers to experts

  19. Activities and Student Work • The Great Race • Discussion 1 Prompt - Algebra • Project Box it Up • Online chatting • Discussion 3 Prompt – HPC • Student Quote to using Google

  20. Given:  4x^2+25y^2+16x-150y+141=0 Graph and identify everything you know about this conic section. (You will need to figure out how to show this on Google!) Okay let me break this down Chandler’s Way. This is where Doomsday begins. 1) Given: 4x^2+25y^2+16x-150y+141=0  WOW! 2) Put the Xs with the Xs and the Ys with the Ys. SPECTACULAR! Make the 141 equal the equation: 4x^2+16x+25y^2-150=0 3)Take out  4 as the common factor in the Xs and  OUTRAGEOUS! 16 as the common factor in the Ys and complete the square: 4(x^2+4x+4)+25(y^2-6y+9)=-141+(4 x 4)+(25 x 9) 4) Compact the squares and add the multiplied numbers (4 x 4) NOT PLATITUDINOUS! and (25 x 9) to -141: (4(x+2)^2)+(25(y-3)^2) =100 5) Divide everything by 100 NOT PLATITUDINOUS! ((x+2)^2/25)+((y-3)^2/4)=1 Well look at the marvelous masterpiece, it's an Ellipse! As you can see the bigger denominator always being a^2 is under the X^2 making it in the X Axis for the Focal Axis. Well using the equation for any Ellipse, ((x-h)^2/a^2)+((y-k)^2/b^2)+1, we can reflect back at this problems equation as find out: A) a^2=25, so √25=5=a SHAZAM! b^2=4, so √4=2=b c^2=√(a^2-b^2)=√(25-4)= √21=c B) Major Axis Length: 2a=2(5)=10 DAREDEVIL! Vertices: (3,3) (-7,3) C) Center: (-2,3) OUT OF MY MIND! D) Minor Axis Length: 2b= 2(2)=4  LEGIT! CoVertices: (-2,5) (-2,1) E) Foci: (-2+√21,3) (-2-√21,3)  CAN WE SAY BONUS POINTS?! F) Eccentricity: e=a/c=√21/5  INDUBITABLY! G) The graph of the century is one click away. i warn you that it's unique. GASP! I know, this is some crazy work here. No need to give me a gold medal

  21. Student Quote My favorite activity on Google was being challenged to solve problems that weren't the ones that we normally see. For example, my group had to solve a problem about the illumination of the moon. Even though there were parts that stressed me out because I was having difficulty solving it, the coming together of people to do the group work was fascinating. Since this group was made up of people that I would never usually talk to it was an unforgettable experience. The thing that makes it so memorable is the fact that I saw that my group was editing the document for over an hour on the night it was going to be due. This demonstrated to me that there were people in my class who were dedicated to finish solving the problem, which essentially made me feel more connected to other people in my class.

  22. Questions? • Contact information: Kimberly Samaniego • aksamaniego@msn.com

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