Annotation
This activity is designed for year 9 stage 5.1 class. One mathematical tool called autograph is used to help students learn the gradient of a line. In this annotation, I will explain how the curriculum outcomes are linked to the activity, how autograph assists the students in better understanding of gradient, how I modify this activity to meet the needs of students and how I carry assessment for learning in the process.
In this activity, students are asking to use appropriate terminology, diagram and symbols in linear relationship to answer the questions (MA5.1-1WM). They needed to provide reasoning to support conclusions (MA5.1-3WM). For example, they are asking to give reasons for the graph they think has the smallest gradient and explain why the gradient in question 2 part i is equal to 1. They are also asking to determine the gradient of an interval and graph the linear relationship with use of the technology (MA5.1-6NA).
A large- scale study suggested that mathematic software increase students’ engagement and test scores. Barrow et al. (2009) tested a computer program designed to improve pre-algebra and algebra skills. They found that students learn through computer lab were scores 27% ahead students on traditional classroom. Similarly Rochelle et al. (2007) found that using Sim Calc Mathworlds improves student’s understanding of mathematics. Students who used Sim Calc had a better understanding than students who study in standard class. By use of autograph, students could gain a better understanding of what gradient are, what gradient look like and how gradient formed. Use autograph to create interval between two points and form a right-angle triangle where interval as the hypotenuse of the triangle could l...
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... tool could be very helpful to demonstrate knowledge and help student learn the mathematical concept. However, the activity link to the mathematical tool should be carefully designed to meet the needs of all students as well as the assessment for learning in the progress.
Reference:
Barrow, L., Markman, L., and Rouse, C.E (2009) Technologies edge: The educational benefits of computer aided instruction. American Economic Journal: Economic policy 1 (1) 52-74
Roschelle, J. et al. (2007). Scaling up SimCalc project: Can a technology enhanced curriculum improve student learning of important mathematics? (Technical Report 01). Menlo Park, CA: SRI International.
Gardner, H. (1999).Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.
Brown, S. (2004). Assessment for learning. Learning and teaching in higher education, 1(1), 81-89.
Upon completion of this task, the students will have photographs of different types of lines, the same lines reproduced on graph paper, the slope of the line, and the equation of the line. They will have at least one page of graphing paper for each line so they can make copies for their entire group and bind them together to use as a resource later in the unit.
2. Chapter 2, page 18, #3: “It was hypnotism. I was beginning to see that Phineas could get away with anything.”
Over the past few decades, technology has advanced significantly. The use of calculators, computers, and other techniques in many fields has increased. On a large scale, technology is replacing traditional methods of instruction in the field of education. Many people believe that adopting technology in the learning process can increase productivity. However, David Gelernter, a professor at Yale University and a leading figure in the field of technology, suggests limiting the use of technology in the classroom in his article “Unplugged: The Myth of Computers in the Classroom,” published in the New Republic magazine in 1994.
van Oostveen, R. (2014). Syllabus for EDUC 5101G Learning With Technology. Retrieved from Blackboard EDUC5101G Course Web Site: https://uoit.blackboard.com/bbcswebdav/pid-464061-dt-content-rid-2012785_1/courses/20140172557.201401/EDUC5101_course_outline2014_v2.pdf
Steen, Lynn Arthur . "Integrating School Science and Mathematics: Fad or Folly?." St. Olaf College. (1999): n. page. Web. 12 Dec. 2013..
The United States is a country that thrives through technological advancement. The wealth and success of this nation is dependent on providing every child, regardless of race, ethnicity, or gender, with the opportunity to obtain technological skills that are essential for a successful future. Unfortunately, educational funding for technology has failed to take precedent. In realizing that, the question then becomes, how is a country expected to thrive from the use and advancement of technology, when failing to properly train future leaders? Funding must be provided for schools to purchase technological equipment, such as computers, in order to ensure that each child has an equal chance to thrive in a country that is defined by its advancement in technology.
"Research Center: Technology in Education." Education Week American Education News Site of Record. Web. 19 Nov. 2011. .
In addition, Boland has deliberately selected words to use throughout her poem to describe a war raging against the speaker's own body. In the first stanza of the poem, the speaker describes herself stating, "Flesh is heretic/ My body is a witch / I am burning it" (lns 1-3). By describing her body as a "witch" and as "heretic" she personifies her body with evil qualities.
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
" 51.9 (2008): 1352-1375. Web. 13 Nov. 2013. Schacter, John. " The Impact of Education Technology on Student Achievement."
After viewing the video by Wolfram (2010), I believe that as teachers we need to prepare more for using computers. Most of my students have a smartphone. And they use it for almost everything, including using the calculator. “Using new technologies involves time, effort, and a rethinking of instructional approaches.” (Sousa. 2015, p. 129). I learned math in a paper, and I love it, but I feel that today that is not enough for our students. Our students get bored about doing calculation the whole time on a piece of paper. Wolfram (2010) questioned, “Do we really believe that the math that most people are doing in school practically today is more than applying procedures to problems they don 't really understand, for reasons they don 't get?”
A somewhat underused strategy for teaching mathematics is that of guided discovery. With this strategy, the student arrives at an understanding of a new mathematical concept on his or her own. An activity is given in which "students sequentially uncover layers of mathematical information one step at a time and learn new mathematics" (Gerver & Sgroi, 2003). This way, instead of simply being told the procedure for solving a problem, the student can develop the steps mainly on his own with only a little guidance from the teacher.
The use of computers in school classrooms has evolved throughout the years, and has become revolutionary in changing the way we teach and learn. Our classrooms should no longer be confined to four walls and a few teachers who are considered to be experts in knowledge. Our classrooms need to keep up with a changing society and a new world that is dependent on technology. As students graduate, they need the technological skills needed to thrive in a world in which technology sets the pace. Society expects the school system to produce functional citizens who have the skills to gain profitable employment, and not be a drain on the system.
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.