FINAL REFLECTION

Editor: WANG Yilin

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Design a math lesson on a math topic of your choice in

geometry/algebra/calculus

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Lesson duration – 30 to 60 minutes

(60 minutes can be regarded as two 30-minute lessons.

If you use flipped

classroom model, you can regard a portion of the time as online learning.)

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You can set up your own scenario:

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Grade level of the students

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Classroom / online

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Large class / small class

•

Remedial / Normal / Gifted class

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You must use

GeoGebra or Desmos

in your lesson

By Dr. Albert Ku

WEEK 1

I learned how to use Miro and known some functions of it.
I learned TPACK model and what are CK, PK, TK, PCK, TCK, and TPK.
I learned SAMR model.
I learned Bloom's Taxonomy.
I learned how to combine both TPACK and SAMR in the lesson design process and completed a lesson design with my group members.

Reflection: TPACK provides various aspects that teachers need to consider in teaching design. SAMR provides a framework to help teachers evaluate and improve the quality and innovation of technology integration. By combining the two, teachers can design lessons and learning activities that are more in-depth, comprehensive and effective.

WEEK 2

I learned LMS and learned the Google Classroom.
I learned Pedagogy Theories，and the definition of each theorey of the four theories.
I learned Pedagogical Models, and the definition of some model.
I completed a lesson design by using the patterns of variation with my group members.

Reflection: We need to use the proper Pedagogy Theories and Pedagogical Models to make our teaching better.

WEEK 3

learned GeoGebra and do some practices. I learned how to use GeoGebra to teach the mathematics.
I completed some GeoGebra tasks.

Reflection: GeoGebra can help students visualize mathematical concepts, explore problems, perform mathematical calculations and modeling analysis. We need to use GeoGebra to make our teaching better.

WEEK 4

I learned Desmos and do some practices. I learned how to use Desmos to teach mathematics.
I completed some Desmos tasks.

Reflection: Desmos can help improve students' mathematics learning effects and participation, and create a richer teaching environment for teachers. We need to use Desmos to make our teaching better.

WEEK 5

I learned ChatGPT and how to use ChatGPT teach mathematics better.
I completed a lesson plan by using ChatGPT with my group members.

Reflection: ChatGPT can help us to teach mathematics better, but we can't completely rely on ChatGPT, we have to add our own ideas. ChatGPT can assist our teaching but cannot play a decisive role.

WEEK 6 7 8

I learned the requirements for midterm group tasks and learned some related knowledge.
I made a presentation and listened to the presentations of other groups and complete the scoring form with my group members.

Reflection:

1. In the teaching process, we can use GeoGebra, Desmos, etc. to improve the visualization of mathematical problems, increase student participation, and improve student mastery.

2. In the teaching process, we should use the proper Pedagogical Models to make our teaching better.

3. The learning objectives need to be "S.M.A.R.T".

WEEK 9

I learned what is Shiny: Shiny is an R package that can turn an R script into an interactive webpage. It is fantastic for dynamic data visualization and statistics teaching.
I learned how to write Shiny apps and how to deploy a Shiny app on Shinyapps.io to teach mathematics.
I made a Shiny app for probability distributions with my group members.

Reflection:

As an interactive web application development framework, Shiny app has the characteristics of interactivity, data visualization, feedback assessment, personalized learning and shared cooperation, etc., providing a wealth of tools and resources for teaching. It can stimulate students' interest and motivation in learning, improve their understanding and application ability, and promote cooperation and communication between teachers and students as well as between students.
In the teaching process, we can use the Shiny app as much as possible to help students understand the mathematical knowledge and stimulate students' interest in learning mathematics.
In the process of designing the Shiny app, our purpose is not to let students use the Shiny app to perform calculations, but to use the Shiny app to help students understand the problems.

WEEK 10 11 12

I learned the requirements for the project 2.
I made a presentation and listened to the presentations of other groups and make some discussions.

Reflection:

Shiny app is good for our mathematics teaching.
When we design Shiny app, our focus is not to let students use it to perform calculations and obtain results, but to allow students to understand mathematical concepts and master mathematical knowledge through the process of inquiry.
When we design the shiny app, we need to guide students to explore and get the answers to the questions, and we need to add some guiding sentences.

WEEK 14

I reviewed the important knowledge we have learned and two projects we have completed.
I learned the requirements for the individual critique essay.

Reflection:

Through this class, I learned two models in education, such as TPACK model and SAMR model, some pedagogical approaches, such as Behaviourism, Constructivisim and social constructivisim, Liberationism and Connectivism, and some pedagogical models, such as Inquiry-based learning, Experiential learning, Collaborative learning, Variation theory and Flipped classroom. These are good for my mathematics teaching.
Through this class, I learned some e-learning tools, such as Miro, Google Sites, Paslet, GeoGebra, Desmos, and R with Shiny. Using these tools in teaching will improve teaching efficiency and help students understand and master knowledge. In future teaching, I will use these tools as much as possible.

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