Math Technology
This week was our final week of presentations and our last traditional class, and therefore my last reflection post.
We went over technology in the classroom in general, but specifically their applications within the data management and probability strand. The first resource was Prodigy, which I discussed in detail in my post from week 8, so I won't go into detail about it here.
In addition, we talked about an activity called story graphing. The idea is students graph some variable over a series of time.
Based on the above story, students could get a variety of specific height answers since they're making an estimation, but hopefully their graph would look something along the lines of:
This activity allows students to interact with, and clearly understand, what a graph means. I would consider this an appropriate activity for students in grades 5-8 as a part of the data management and probability strand.
Another interesting activity is the video below. It doesn't specifically fit with any particular strand of math, but it encourages mathematical thinking and would make an interesting activity for the end of the day or a day when students are struggling to stay focused; it's a fun but also educational problem.
I would present this to students, and depending on the class either model writing down the information on the board, or just present the video and let them solve it how ever they want. It's a fun video that's made very accessible to students.
Overall, I found this class challenged my opinion of teaching math. I'm hoping that all the non-traditional strategies I've learned will help me engage my students and get them excited about math.
We went over technology in the classroom in general, but specifically their applications within the data management and probability strand. The first resource was Prodigy, which I discussed in detail in my post from week 8, so I won't go into detail about it here.
In addition, we talked about an activity called story graphing. The idea is students graph some variable over a series of time.
Based on the above story, students could get a variety of specific height answers since they're making an estimation, but hopefully their graph would look something along the lines of:
This activity allows students to interact with, and clearly understand, what a graph means. I would consider this an appropriate activity for students in grades 5-8 as a part of the data management and probability strand.
Another interesting activity is the video below. It doesn't specifically fit with any particular strand of math, but it encourages mathematical thinking and would make an interesting activity for the end of the day or a day when students are struggling to stay focused; it's a fun but also educational problem.
I would present this to students, and depending on the class either model writing down the information on the board, or just present the video and let them solve it how ever they want. It's a fun video that's made very accessible to students.
Overall, I found this class challenged my opinion of teaching math. I'm hoping that all the non-traditional strategies I've learned will help me engage my students and get them excited about math.
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