Module 3 Triggering Question: How can I demonstrate the work processes associated with an innovative educator in the math classroom?
In my research of this topic, I wanted to discover what it means to be a technologically innovative math educator. The article I read outlined two vital aspects of technology use that are necessary to deepen students' mathematical knowledge. The first category used in the article is the use of technology as an amplifier. The article states that the amplifier use, "supports a shift in the focus of students’ mathematical activity and thinking from drawing and measuring to looking for patterns and making and testing conjectures” (Sherman, 223). I am currently using at least one amplifier in my classes, the graphing calculator. This resource has allowed my students, while working with transformations, to get past worrying about making a table, and remembering rules to make a graph and allows them to get to the inner workings of transformations. The second category used is the reorganizer. The reorganizer "has the power to affect or shift the focus of students’ mathematical thinking or activity" (223). In reflecting on my practice, I realize that I do several things associated with either the amplifier or the reorganizer, but very few of them rely on technology right now. To move toward being an innovative educator, I will need to work on incorporating technology tools as a means of moving toward deeper learning.
An additional article, from this weeks reading, offered some more interesting points of reference in determining the efficacy of technology. The two interesting ideas from this article are collaboration and connection of knowledge (Starkey, 20-21). These areas are very important in being learners with technology as they allow students to process the information gathered or learned. When students are collaborating, they are allowed to process new learning together which gives students the potential for multiple points of entry. These multiply points of entry are vital to putting their learning into their own words and style of understanding. Similarly, connecting their learning to other areas of knowledge, especially to previous knowledge, allows students to deepen their understanding and connect different issues. Both these aspects can help to strengthen any new learning and better students problem solving abilities, both of which elevate their ability in math.
Sherman, M. (2014). The role of technology in supporting students’ mathematical thinking: Extending the metaphors of amplifier and reorganizer. Contemporary Issues in Technology and Teacher Education, 14(3), 220-246. Retrieved from: http://www.citejournal.org/vol14/iss3/mathematics/article1.cfm (Links to an external site.).
Starkey, L. (2011). Evaluating Learning in the 21st Century: A Digital Age Learning Matrix. Technology, Pedagogy And Education, 20(1), 19-39.
You always surprise me, KC. I would think that finding uses for technologies in the math classroom (beyond calculators, that is) would prove challenging, but you've always found excellent ways to potentially and realistically incorporate technology in a math classroom setting. It's awesome how you've realized that you already promote ways to amplify and reorganize the math concepts in your classroom. Kudos to you!
ReplyDeleteI really like that you brought up using technology in a collaborative way! When I imagine students working with digital devices, my mind's eye picture is of students working individually, perhaps using the same tool but as a solitary endeavor. However, digital tools can definitely be used collaboratively, and I agree that that is a huge benefit to student learning. Awesome!
ReplyDelete