Looking at the CCSS K-12 technology skills scope and sequence I was surprised to see a number of things on the list for secondary students that I am still struggling with understanding. In particular the use of both excel and google sheets in the classroom has been something that I have been meaning to learn for a couple years. Seeing the number of standards based on understanding spreadsheets and appropriate ways to organize and display data, I knew that building a skillset in google sheets was something I had to add to my PLP.
Teaching math and using the lens of my current instruction to determine where I could augment my instruction to address some of the CCSS for technology, I found that there are two major units where I could address many of the standards for technology as they relate to spreadsheets and mathematical application. Statistics unit My statistics unit centers around the collection of data and the various ways that we interact, organize and represent that data to make valid conclusions about real world situations. This unit lends itself so well to the CCSS surrounding spreadsheets and in particular the use of google sheets and Desmos (web based graphing calculator), two powerful programs for working with and displaying data in ways that will help students to understand the data better. For many years I have had students hand calculate measures of centrality like mean, range, and standard deviation but by using formulas in google sheets students will be able to create a quick method for finding these figures for any set of data. In terms of graphing, I had always made my students find the line of best fit by estimating its location in a scatter plot. Using Desmos, students will be able to easily calculate the balance point for a data set and then graph the line of best fit using the graphing tools included in this web app. Geometry unit Incorporating more technology into my geometry unit will certainly address some of the CCSS around drawing two and three dimensional shapes as well as allow me to update my instruction on constructions. I have very little experience with using technology centered geometry tools such a Geogebra or Geometer's sketchpad but I often hear geometry teachers speak of its usefulness for helping students to see certain theorems applied in more meaningful ways. Being that most students are visual learners, allowing them to play around with tools like this might allow them to discover mathematical truths in a more meaningful and authentic way. Constructions is something that I teach very hands on, literally forcing students to use a compass and straightedge to create sophisticated designs. Every year students complain about the quality of the physical tools that I have and are frustrated when those tools fail them. I know that digital tools exist for teaching constructions and those tools will not degrade over time. By switching over to a digital constructions unit all students will have access to the same quality tools and thus access to the same level of understanding via access to the content. I do not want to integrate technology as a means to replace what I am currently doing in the classroom but as a way to increase my capacity to meet students where they currently are. I believe that effective use of technology in the classroom is about showing students how tech tools can take their understanding to higher levels and through effective implementation students can be coached to see the use of technology as an educational tool that will drive their desire to use technology in more effective ways in other areas of their lives.
4 Comments
Jona Sandau
2/23/2019 01:09:13 pm
Brandon--you are amazing. It's so smart that you pulled excel and google sheets into your consideration of teaching digital literacy. Just reading your blog made me wish so badly that you were my son's math teacher. Then I wished I could be your student, too! You are brilliant. Your comment about using the tech to let students PLAY with it in order to gain deeper understandings of mathematical truths got me at the heartstrings. I also love that you are looking at using tech tools as a way to level the playing field and create capacity for learning that will last. I can't imagine the level of complexity one would need to get to in order to apply all of those complicated formulas to the topics you mentioned, and my brain is hurting just thinking about it. When you're done, you can teach me :-)
Reply
Scott Marsden
2/23/2019 06:17:39 pm
Brandon,
Reply
Tess Giner
2/24/2019 04:51:03 pm
Brandon, I wish you had been my Math teacher 100 million years ago. I don't think any one of those dinosaurs were as invested in my learning as you are with your kids. I'm like you. I see the value of the hands-on tools we use in my writing class, however I also see the increasing value of digital tools. Funny you mentioned straightedges. We use them to create lines on paper for posters and charts (these are elementary kids who haven't quite mastered penmanship). A few days back, my kids were stripping the metal piece of the straightedge like string cheese. These traditional tools are made to last about five years with continual use. I totally understand why your students complain. I say go for it. Try Geogebra or Geometer with your kids. You nothing to loose.
Reply
JP
2/25/2019 09:09:00 pm
I do not get too much exposure to the CCSS, so it was interesting just to see how technology and digital citizenship play a huge part. With that being said, I always appreciate how as a math teacher are always willing to do things "for the students" and try new things. I like how you said " I do not want to integrate technology as a means to replace what I am currently doing in the classroom but as a way to increase my capacity to meet students where they currently are."
Reply
Leave a Reply. |
Brandon DeJesusMath Archives
July 2019
Categories |