March 13, 2012
Started with a discussion about the article that we read:
- How did you find these people?
- went into the pre- service class and asked for volunteers.
- There were 5, but the 5th one was so similar that it wasn't necessary to include her
- How did you get 4 cases that were actually different?
- well, it was volunteer, so it really was luck, but it's actually surprising that the 5th over lapped so much
- Was she an over lap of all 4, or one or more
- well, it was hard to get anything from this student, hard to dig into ideas of this person
- everything seemed to stay at the surface level, so she just didn't add any insights
- Did the students read this after you published, and how did they feel about it?
- wrote up case studies for each of them (10- 12 pages long each) then sent them their case studies to see what they though
- if there were things that they didn't think were right he asked for what was missing
- this gave him more information, but most of the students thought it really described them
- Katie was the only one that wasn't fully satisfied, she clarified a few thing
- Knowing that he was going to give this to them to read made him want to be truthful, not judgmental or disrespectful
- Premastery, Exploratory, Mastery
- A way of thinking about how to look at a piece of material and how the students will look at it
- how can you use the technology in relation to the mathematics that the student are learning?
- As you read their case studies what did you relate to or not?
- If you're going to use calculators on the test then use them in class, if you're not going to allow them on the test then don't allow them in class
- Ben
- Here at BYU we have this same problem where we get used to the fancy calculators then can't have them on the test
- Students need to have the chance to practice without the calculator
- Should be based on the material
- This could present an inconsistency
- Why do students need to learn to intigrate? Because that's what mathematics is
- leads to the question: what is mathematics?
- Is it the calculations? is it about solving problems? finding patterns?
- The way you view mathematics will effect your idea of how to use technology
- The things you assess sends a message to your students of what you think mathematics is
- If you're teaching someone to do mathematics with a tool, then assess them without the tool it doesn't seem fair.
- Showed (don't) be idiotic
- well, calculators are like computers, there's no way you can use a computer without thinking (computer programing)
- One teacher defines computer programing as problem solving. Leatham thinks math is also problem solving
- There should be some student accountablity, when they are using their calculator and when they are not.
- You can look at the problem 432+ 19. There are lots of ways to make sure that students understand the math without having to be conserned whether or not the students have the calculator. Example: ask about borrowing or ask about placement of numbers. Having a calculator wont affect if the student knows the material or not
- the question then is how important is the actual ability to add vs knowing the stuff? if it's realy important to have them be able to add, then don't let them have the calculator, but if it's important to have them know parts of the matieral, then having the calculator does't matter
- having calculators in the middle of the table all the time available makes it the students desicions when to use the calculator as opposed to having the teacher pass them out whenever the teacher wants it
- There is an Ipad version of GSP
- you can click on more than one place at once
- A lot of schools are getting class sets of Ipad
- Don't have to make all of your desicions now, but one important think is to always keep up with the technology
- you owe it to your students to know all of the new technology
- It's going to be part of your students lives, so it helps you to relate
- Although some students do have access to technology at home, others don't have that chance, so when else are they going to have that oportunity
- When people value technology they will find ways to get it
- If you can help students see the value of using technology in math then they will want to use it in the future
- Church leaders know the downfalls of technology, but they also know the positive aspects.
- be careful, but it's ok to use, it can be good
- in the world but not of the world
- use technology for good
- It seems like another thing to pile on to the things that you already have to do as a teacher
- technology
- worth while mathematical tasks
- not all textbooks have that so you have to find your own
- teaching strategies
- applications to real life situations that matter
- You have to do the best you can every day as a teacher. when you start out teaching there will be a lot of things that you wont be able to do you. It takes years of teaching to turn you into a master teacher. Hopefully you're learning how to learn.
- Bite off a slightly smaller goal. Engage students in some meaningful mathematical discussion every day. Even if the lesson plan might be boring, you can still engage the students and ask meaningful questions. If you have evidence that the students are thinking about mathematics, that's what important. Then build in the other stuff when ever you can. Doesn't always have to be a three day long open ended task.
- When you look at research in relationship to technology it's hard to interpret the findings, and apply them.
- Its difficult to compair with or without technology because you let them use this tool to learn, then take it away to test..
- Technology doesn't hurt students' learning
- How do you regulate the use of technology so that it's fair for everyone without just taking it away
- there isn't a way to make everything fair
- if someone is going to cheat, they will find a way to do it, with or without the technology
- ask people to explain their reasoning. can't ask on every question on every test, but a few you can.
- It seems like there is a standard that it's ok to use calculators with the smart kids because they will get it anyway.
- Don't just want to give your students procedures, want students to know where the math comes from.
- It's not fair to assume that students will learn the underlying things on their own