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Proposal Summary

Deliberate Practice for Algebra 1 with the TI-Nspire® Calculator: Electronic Supplemental Resources. A PROJECT in MATHEMATICS Steven Mendoza. Proposal Summary. Motivation Incoming barriers Number concept Number facts Outgoing barriers Computation Procedural automaticity Intended outcome

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Proposal Summary

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  1. Deliberate Practice for Algebra 1 with the TI-Nspire® Calculator: Electronic Supplemental Resources. • A PROJECT in MATHEMATICS • Steven Mendoza

  2. Proposal Summary • Motivation • Incoming barriers • Number concept • Number facts • Outgoing barriers • Computation • Procedural automaticity • Intended outcome • Develop automaticity through deliberate practice • Goal: schema automation • Support: Cognitive Load Theory

  3. Intended Outcome: Schema Automation Why is schema automation desirable? • Cognitive Load Theory • Working memory is limited • Intrinsic, germane, and extraneous loads • Cognitive overload • Automated schemas • Early versus later stages of learning

  4. Deliberate Practice Brabeck, M., & Jeffrey, J. (2011). Practice for Knowledge Acquisition (Not Drill and Kill). • Students’ practice has actually improved their performance. • Practice is within the student’s ability level. • Timely and descriptive feedback. • Repeated opportunities to practice a task through practicing other tasks like it

  5. Proposal Summary • Content choice: Linear equations in one and two variables • TEKS • Common Core State Standards • Justification • Current district resources • Electronic resources

  6. Existing Resources Has this been done before? Are we reinventing the wheel? Holt 2-3 (2007) Practice Problems reproduced with permission from HMH Publishing

  7. Existing Resources (continued) coolmath.com Carnegie Learning’s Algebra 1, based on cognitive tutor.

  8. Methodology • Creation Cycle • Coded a usable version • Implemented in classroom • Revised code based on usage data • Updates for Usability • Accessible from any Nspire document • Parsing user input for flexiblity • Changes to Program Structures • Narrowed focus of ysolver() • Created separate programs for linear forms • Additional Features • Generators

  9. Products • 3 programs with levels • 1-variable linear equations • 2-variable linear equations • Systems of 2-variable linear equations • Teacher documentation for usage • 3 programs for linear forms • Slope-intercept form • Point-slope form • Standard form • Worksheets for student usage • Generator for most programs

  10. Program Details: eqpractice()

  11. Program Details: eqpractice()

  12. Program Details: ysolver()

  13. Program Details: ysolver()

  14. Program Details: addeq()

  15. Program Details: slopeint()

  16. Program Details: slopeint()

  17. Program Details: practicegen()

  18. Implementation • Installation • Approximately 15 minutes for class set • One-time installation • Teacher Documentation • Instruction for installation and usage • flowcharts • Student Documents • Instructions for usage • Worksheets to accompany programs • Sample work

  19. Handouts • Sample problems • Description paragraphs • Teacher instructions • Student work

  20. Thanks for your time.

  21. Choice Of Content Focus Why focus on linear equations, functions, and systems? • State and National Standards • Texas Essential Knowledge and Skills • National Council Teachers of Mathematics • Common Core State Standards Initiative 4 Readiness Standards and 7 Supporting Standards for Algebra 1 39 TOTAL • Algebraic Thinking (Driscoll) • -Doing/undoing • -Symbol sense • -Multiple representations

  22. Motivation: Classroom Needs Student Needs • Incoming barriers • Number concept • Number facts • Outgoing barriers • Computation • Procedural Teacher Response • Quantity of practice • Quality of practice • Feedback • Individualization PRACTICE!!! Shift focus to GERMANE load.

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