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Real World Math: Using Technology to Build Context December 1, 2009

Using Technology to Create Context

http://learningdifferently.wikispaces.com

Heather Blanton
Wise County

“I am the world’s worst math student, but, therefore, I understand the struggling student…”
“I could do the procedure, but I didn’t understand it.”
“The struggle lies in the inability to see a real-world connection”

1. Math is everywhere
   • How many minutes until lunch?
   • How many books do we need for three groups of two?
   • How many slices should we slice the pizza into?
   • How much gas do we need to get to school?
   • How much water does the fishtank need?
2. Math helps “make sense” of the real world
   • NCTM
     • math evolves from problem situations that have meaning to children and are regularly related to their environment (paraphrase)
3. Building Context
   • Make an intro video and include vocabulary
   • • Let the students follow-up with their own video interpretations of the concept.
   • Shape Walks
   • Demonstration
   • Discovery Streaming
   • Math Vocabulary: http://www.brainyflix.com/videos
     • Students enter video contests to demonstrate SAT vocabulary words
     • Use as a resource to explain words
     • Make your own brainyflix
   • Competitions
     • http://www.worldmathday.com
   • Simulations/Games
     • Absurd Math (http://www.learningwave.com/abmath/)
     • Also teaches critical thinking and problem solving
   • Use literal interpretations of abstract concepts/vocabulary
     • Video your ideas
     • Take pictures
   • The Great Chocolate Caper
     • CSI math, STEM project
     • Based on a project from TI website (http://education.ti.com)
     • Could you determine a suspect based on the stride length of their walk, and can shoe size predict stride length?
   • Google Earth
     • Geometry Meets Geography
     • Measuring with Google Ruler
     • Google Earth Webquest for Math
   • http://www.realworldmath.org
     • Project Based Learning
   • Talking the Walk
     • Many students are doing the procedures without the reasons (no concept)
     • Students need opportunities to engage and express conceptual knowledge in math
     • Technology can give multimodal learners new avenues to express conceptual understanding
     • We are forming and shaping our future math teachers