Math Week 9: Transformations through Reflection

This quarter we have studied so many aspects of mathematical learning.  We have talked about using manipulatives in order to root abstract concepts in concrete ideas and understanding.  Also, we have been involved in the group work process and exploring what it means to have meaningful and effective group work.  We have also interacted with a variety of technological tools to use to assist in mathematical learning such as iPod Touches, computers, and graphing calculators.  Throughout all of this, we have found ways to reach all students by offering multiple entry points for learning math.

It was difficult learning about teaching without having time to see different classrooms.  However, the videos that we watched were beneficial glimpses of good teaching practices and I tried to incorporate various methods of math teaching into the classroom I'm in.  I find that the most difficult part of math is accurately assessment students' abilities.  Some students are very good at showing their work and arithmetic, while others are superior at problem-solving and logical, creative thought.  One test certainly doesn't seem to fit all.  What are other ways of assessing student's math knowledge so that we can cater our teaching to suit their needs?

I have greatly valued the time I have been able to spend with small groups of students and individuals in the classroom.  A couple of times so far, I have had students write on a slip of paper what they would like to work on.  Then, I sorted the students into groups suiting their interests.  Being able to work with these small groups on particular mathematical concepts seems to be greatly benefiting them.  I got one comment from a student who said, "why can't we do math like this all the time?"  I also think that the one-on-one mini-conferences I've had with students has been beneficial for them.  In these cases, I had students write a question to me and in the mini-conference, we went over the answer to that question and any others they had.  When I see the results of the unit assessment next week, I hope to find evidence that the students benefited greatly from both of these learning approaches.

I believe that the integration of math with other subjects is critical for the growth of intellect and morale.  I've seen so many math classrooms (particularly at the middle and high school levels) where math is an isolated subject.  Thus, students either develop the belief that they are good or bad at math; there seems to be no middle ground.  If math was more integrated, we would be able to draw upon our students' skills and interests and connect new learning with background knowledge.  Not only would this significantly increase learning, it would also revive math to be a magical and mysterious subject, rather than a mundane and tedious one.

Impossible?

Okay, this is totally cool.  These guys obviously didn't develop the "that's impossible" complex when they were growing up!

Tech Post 3: Upgrade!

The use of iPod Touches in the classroom strikes me as best when used with individuals.  The reason for this is not because the applications are more suitable for individuals, but rather because of the physical constraints that the size of the iPod Touch dictates.  Now, with the 5th graders I see, pair work would work with the iPod Touches only if the students were in same-sex pairs.  The screen size is small enough that the students would need to be cheek-to-cheek, and the boy-girl pairs I see working together are reluctant to even talk to each other.  I'm sure that this differs class to class and grade to grade.

I have learned a bit about the iPod Touch, since I haven't used them much before.  I realize now that some applications only work when you have connection to the internet while others work without a connection.  For example, the Dictionary.com app works when connected while the Merriam-Webster Dictionary works while offline. Also, the battery life of this little device is quite impressive.  I've only had to charge my iPod Touch once this quarter, and it retains its charge even when not in use.  Basic as this seems, it is critical for the functionality in a classroom setting.  Knowing that these devices can be used for prolonged periods without charging will greatly increase their usability in the classroom.

I am still wondering about the process of getting iPod Touches (or any other technology, for that matter) for the classroom.  Where do we apply for grants and/or who do we apply to?  I realize it was a long process to get the iPod Touches for us to use.  Will it be easier or more arduous to obtain these resources for use in a public school?