Buchanan, M. (2003). Classroom technologies as tools not toys: A teacher’s perspective on making it work in the classroom. In J. Way, and T. Beardon, (eds.), ICT and primary mathematics (pp. 122-152). Berkshire, England: McGraw-Hill Professional Publishing.
I enjoyed reading this article and learning about new ways to approach teaching math in the classroom through implementing technology. As the author discusses, over the past fifty years (since the invention of the computer) and today more so then ever, computers are providing teachers and students with prodigious opportunities. Through ICT we have “power” and “access” to the world! Students can create, manipulate and discover the world of mathematics, critical thinking and analysis through the use computers.
Buchanan is correct in her through process, that we should create a world for our students that is hands on and engaging. As educators we need to empower and motivate our students towards and through new prospect. Scaffolding is a wonderful method that supports independent work and differentiation of classroom instruction, and this methodology can also be used in motivating and challenging students to create their mathematical journey through the use of ICT.
I felt very motivated after reading this article and can’t wait to further enhance my students learning (and hopefully share with my colleagues) through ICT programs that challenge students and keep them engaged. Often times math is taught through a variety of rules or strategies with no discovery or enduring understanding. The common core supports the process and understanding “why” which makes using technology a key resource in delivering math instruction.
“Children need to work with teachers as co-designers” or curriculum or lessons. Why not have students create components to an exam, or teach the class a new way to work with tangrams or solve word problems. We should provide our students with the opportunity to journal their ideas about math class and then find ways to infuse these ideas and practice across the math curriculum. However ICT and math are incorporated into the classroom, one component that holds true is that students need an opportunity to “showcase” and “evaluate”, their work and understanding through real classroom and real world experiences.
“We must create a math environment that focuses on the constructivist philosophies!”
Bratitsis, T., Tatsis, K., & Amanatidou, A. (2012, July). Counting sounds: An ICT musical approach for teaching the concept of the angle in kindergarten, Advanced Learning Technologies (ICALT), 2012 IEEE 12th International Conference.
Many of us can remember back to preK and K, when songs and rhymes were used for everything! There are several studies that even indicate (for older students) listening to certain music while studying sends a cognitive message to the brain to help remember learned facts and information.
We can all turn on the radio and sing the lyrics by heart to some of our favorite songs, but few of us can remember the pythagorean theorem. When thinking about learning math through music, I was reminded of the song my teacher taught us for the quadratic formula (which I still repeat in my head from time to time). Discovered a Youtube video of students signing using the same “pop goes the weasel” melody and thought it would be cute to share. https://www.youtube.com/watch?v=oSMtTS1Oh14
If the value of music can impact older students, clearly it will have an impact on young children as they explore mathematical concepts and ideas. It was very interesting to learn that musical approaches to math can be acquired through ICT programs. This will give students and teachers the opportunity to save their work; review classroom material at home and provide them with the opportunity to experience “musical math” through ICT. This ICT experience will give students the opportunity to practice with a medium that is familiar to them and supports common core learning and experiential standards.
Nansen, B., et al. (2012). ‘You do the math’: Mathletics and the play of online learning. New Media & Society, 14(7), 1216-1235.
Last week I spoke about how the student I was working with, was participating in her outside reading book through digital technology. I have been working with this students for several years, and since I have known her we have always utilized the athletics program to reinforce taught math skills.
Mathletics allows students work individually or compete across the globe. Their programs are superb for and go all the way from grades K-12. There are countless applications that provide students with the opportunity for repetition, practice, analysis and competition. Students are highly motivated to achieve or “win” thus causing them to constantly come back to the program in order to “beat” their highest score and earn awards. What younger students don’t realize (a little teacher secret) is that they aren’t just playing games….they are actually (gasp) learning.
I disagree with those who contest the effectiveness of Mathletics, as I have seen first hand the progress my student has made over a five year period using this program. I don’t think parents need to feel anxiety about their children engaging in ICT educational activities; especially those related to math; with that being said the article and website tries to ensure that parents monitor and support their young children’s Mathletics experience (to monitor, parents are able to get email update of child progress after each log in).
[Youtube Video] Dr. Doug Clements speaks at EETC 2012
The beginning of this video was hysterical! I loved the math faux pas; which of course emphasized that better math is needed in our country. It is not enough for teachers to spend a day learning the latest software or teaching technique! We must ensure that our students math experiences are “sustainable” and “scale up”. Both teachers and students require significant and increased follow-up on math ICT lesson implementation.
The software mentioned in this lecture was very informative and continued to showcase the significance of real world applications and the implications it hold for future job fields. Learning through these avenues provides kids with the opportunities to experiment and manipulate in an environment and context that is familiar to them.
Dr. Clements is a wonderful speaker and truly explains the meaning and value between ICT math programs coupled with real world experiences where students can apply their knowledge in an environment that supports interconnectedness.