This past class, we were introduced to many mathematical programs that involve the use of technology. The program that I found most interesting was the game that we played on Polygraph. The game was about transformations of quadratic equations and the format reminded me of “Guess Who” which made it extremely fun! We were asked to join a class key in order to play against other members in our class. This added a friendly competitiveness to the game that would not have been achieved if we were simply playing against a computer. I am excited to use these types of games and activities in my classroom because they are truly engaging and the students are presented with a differentiated way to learn. Rather than drilling students with hundreds of questions about the transformations of graphs, why not have them understand this concept through a computer game. I believe the friendly competitiveness of this game is engaging for the students and allows them to uncover the main ideas of the topic much easier than through textbook questions.
As a future educator, I plan on incorporating technology within my classroom. However, I want to ensure that I am using technology that will truly enhance the students’ learning. I want to try to avoid games that are still drilling the same type of questions that a textbook may be asking. Using technology in this way would simply act as a filler and would not help the students learn about the topic. The question now, is deciding which games are appropriate in a classroom and will ultimately enhance the mathematics that is being taught.
SAMR Model
We learned about the SAMR model which is a way to differentiate which games will be the most beneficial in a classroom. The four categories that a game can be placed into are Substitution, Augmentation, Modification and Redefinition. The two types of activities that you should strive to use in your classroom are the games under the modified category, or even better, games under the redefinedcategory. By using this model, educators are able to distinguish the games that could simply be done with paper and pencil between the games that the technology has redefined for the students.
The conversation about mathematics and technology reminded me of an excellent Ted Talk that I had watched in an undergraduate course.
In his Ted Talk, Conrad Wolfram points out that mathematics education looks a lot like simply making calculations. Students often do not find any connection between what they are being asked to solve and how it can relate to themselves. Wolfram explains that we are spending too much time on calculations when we can have a computer do the calculations for us. Since technology is currently so accessible, it does not make sense to drill computations into students’ heads. Wolfram explains that through the use of technology, students are able to focus on more real-world examples since computers are able to do the calculations for the students. They will also find mathematics more meaningful when they can relate what they are learning to their own lives. Consequently, I look forward to using technology within my classroom and exploring online tools that will ultimately enhance the mathematical content.
Hey Laura,
ReplyDeleteI couldn't agree more than teachers should be trying to implement technology in the classroom when applicable. In the case of Desmos, it allows for so much customization that it is able to teach almost all concepts we find in an average high school setting. Technology gives students instant feedback on what they are doing and this is something that is impossible to achieve if students are hammering out textbook questions. Secondly, the SAMR model sounds like a great way to implement differentiated instruction in classrooms. Learning should be student centred and using the SAMR model helps insure all students are receiving an equitable education. Great post!