Module 2 Triggering question: How can I utilize contemporary, adaptive learning tools to maximize and evaluate students’ learning of mathematics?
Adaptive learning tools have been a recent addition to the curriculum in my school district. We have access to two programs in which students are able to interact with math in different ways. One, ST Math, looks at math in a non-equation way showing pictures and game-like activities to teach the basics associated with algebra. The other, Think Through Math, looks at math in a more traditional way utilizing various feedback including live tutors and immediate feedback. I have had the opportunity to utilize both with various classes over the past several years and have found my use of them with my classes to be less than successful. So, I decided to research how I can best utilize either with my classes if I should choose to do so.
"Teachers rarely have the capacity to design curricula and assignments that uniquely cater to every student" (Johnson, Adams Becker, Estrada, & Freeman, 42). I have found it increasingly difficult to individualize my classroom with students who are ready for Algebra 1 and beyond in the same class as students who have not passed a math class in several school years. The ability to successfully utilize an adaptive math program has been on my mind for several years, but I have not really understood what elements are necessary to make a program effective. The article I found did not answer how to utilize math programs, but it did enlighten me on what aspects should be present for one to be as supportive to students as possible. Cognition, metacognition, and affect were the main categories presented as necessary when utilizing an effective program in a math class (Arroyo, Woolf, Burelson, Muldner, Rai, & Tai, 390). These areas are seen as critical to support student learning and allowing teachers to see how and where student understanding is thriving or faltering. In looking at some of the aspect or Wayang Outpost, the specific program they researched, I realized that the cognitive aspect was something that is already in place with the particular programs our district has available. It is in the metacognitive and affective aspects that the programs fall short. The metacognitive aspect described in the article were evaluated by looking at "1) open student models that scaffold the self-regulatory process, encouraging reflection and informed choice at key moments of boredom, 2) progress charts and tips that encourage good study habits, and 3) interventions supporting help-seeking behavior in order to improve self-monitoring and evaluation" (Arroyo, et al., 404). This look into how students are seeing their learning is important for both my students and myself to help us understand how they each learn. The affect aspect of learning was also very interesting to me especially with respect to using a computer program. The emotions of the learner can be very influential in the overall learning experience, "affective states and traits (e.g., frustration, boredom) can bias the outcome of any learning situation" (Arroyo, et al., 412). Since these affective traits can be so influential, regular check ins with students must occur.
An idea formed from reading the article is to use journaling as a supplement to regular program use. I believe that journaling is one way in which students can record their affective traits and thoughts about what and how they are learning the material. An additional supplement to the software could be regular information gathering around via small quizzes (which could effectively be check ins regarding affective and metacognitive states). One possible avenue for creating quizzes that could help streamline the process for information gathering is a resource like Quizlet (as presented by Sonja). I could use Quizlet or a similar technology to have students reply to questions based around what they learned, how they learned it, what information they required help on, and how they felt throughout the process of using the program.
Arroyo, I., Woolf, B.P., Burelson, W., Muldner, K, Rai, D., Tai, M. (2014). A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect. International Journal of Artificial Intelligence in Education, 24, 387-426. Retrieved from http://link.springer.com/article/10.1007%2Fs40593-014-0023-y (Links to an external site.)
Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium.
www.quizlet.com
I really enjoyed reading about your research into these math applications. Your focus on metacognition and student affect in learning will benefit you and your students. I love the journaling idea, too, because one doesn't usually associate writing with math, but you have found a way to connect the two in an informal and positive way.
ReplyDeleteThanks for the shout-out, KC! I'm glad you're finding ways to use Quizlet. The affect factor is very interesting, and giving students opportunities to reflect on their learning is very important. Journals plus formative assessments (like Quizlet) sound like a great way to track students' metacognitive and affective states.
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