Supporting Evidence: Using Technology in the Math Classroom by Tracey Jaehnert https://padlet.com/MrsJ4Math/8drtcnysmquu Using technology to enhance math instruction in the middle school en-us 2017-05-19 17:14:41 UTC 2026-01-06 10:03:17 UTC hello@padlet.com Research Report from Pearson-2014 MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172855962 The importance of engagement.

]]> 2017-05-19 17:17:26 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172855962 MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172858454 2017-05-19 17:29:20 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172858454 NCTM: Strategic uses support effective teaching practices and are consistent with research in teaching and learning. MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172859127 2017-05-19 17:32:22 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172859127 Excerpt from: https://www.sri.com/blog/evidence-shows-how-right-use-technology-can-increase-math-learning MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172860483 Today, leading researchers see three clear uses for technologies in math education:

  • Technology can provide multiple representations of concepts. For example, the concept of a “rate” can appear as the speed of a moving character, the slope in a graph, and a coefficient in an equation. With technology, these can be linked, so that a student who makes the slope “steeper” in a graph can see that this implies a bigger number in the equation and a faster motion an animation.

  • Technology can engage students in a classroom in working on mathematics together. For example, students can collaborate to make a family of related functions to explore a pattern of variation, with technology helping to combine and integrate their unique contributions.

  • Technology can provide students with more rapid feedback on the correctness of their work, enabling them to better monitor and focus their own learning. 
]]> 2017-05-19 17:38:42 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172860483 Jo Boaler: Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172887523 2017-05-19 20:59:20 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172887523 Excerpt: Seeing as Understanding... MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172888640 "The provision of ways to see, understand and extend mathematical 
ideas has been under developed or missed in most curriculum and standards in the US, that continue 
to present mathematics as an almost entirely numerical and abstract subject. Yet when students learn 
through visual approaches, mathematics changes for them, and they are given access to deep and new 
understandings. The brain evidence we will share, helps us understand the impact of visualizing and seeing, 
to all levels of mathematics, and suggests an urgent need for change in the ways mathematics is offered to 
learners. "
(Boaler, 2016)]]> 2017-05-19 21:12:44 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172888640 The Effects of GeoGebra on Students Achievement MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172893511 2017-05-19 23:01:14 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172893511 Desmos- My Alg 1 Class Created "Algebra Monster" (Showing mastery) MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172894548 During a class discussion about parent graphs and their transformations, students showed mastery in in their ability to choose a non-linear equation and modify it to transform the graph.   Students also demonstrated proficiency in the need for domain and range values to limit the graphs. Click the link to see the equations students used to explore and create.]]> 2017-05-19 23:33:11 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172894548 Comparing Slope Hmwk 2015/16 to 2016/17 MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172898549 The same assignment on calculating and identifying slope was given both years. This year students were engaged in various activities involving technology to develop the concept of slope, calculate, identify, and apply to real world models.
*Results were significantly better.]]> 2017-05-20 01:58:09 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172898549 SAMR Model MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172899885 How EdTech Tools Evolve]]> 2017-05-20 02:44:45 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/172899885 Journal for Research in Mathematics Education- 1994 MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173154923 2017-05-22 14:20:45 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173154923 Excerpt from JRME-Changing the learning from inert to interactive MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173192342   We see three aspects of electronic technologies that enable a deep change in the experience of doing and learning mathematics. One has already been mentioned-interactivity. Until these technologies were available, the media in which one learned or did mathematics were inert: you wrote something and it simply sat there, unchanging. The only interactivity possible involved another human reacting to what you produced ]]> 2017-05-22 16:31:57 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173192342 Individualized Analysis abuonincontri https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173266855 Re-teaching, fixing common misconceptions and differentiation can be determined through student responses. Data retrieved from Quizizz. ]]> 2017-05-23 00:11:36 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173266855 Hattie and Timperley, 2007-The Power of Feedback MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173517323 ..."A more detailed synthesis of 74 meta-analyses in Hattie's (1999) database that included some information about feedback (across more than 7,000 studies and 13,370 effect sizes, including those in Table 2) demonstrated that the most effective forms of feedback provide cues or reinforcement to learners; are in the form of video-, audio-, or computer-assisted instructional feedback; and/or relate to goals."]]> 2017-05-24 00:47:24 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173517323 GoFormative abuonincontri https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173517336 Open ended question to check for understanding. Last school year, I would of provided the students with a scenario and they would get the numerical answer of 36 possible outcomes. With technology the reverse can happen. Creative student responses allow for class discussion on misconceptions. For example, I was able to message Julia letting her know she needs to specify how many sides on the die. She can edit her response until the session is closed. 

Jason was thinking 2 X 18 = 36. The answer to his scenario would be 2^18. After the GoFormative session is closed, I was able to pull this screen on the board with student names hidden. As a class we able to clarify these errors through math talk anonymously. Teacher feedback can be an individual message or a class conversation. 

If the majority of students responses indicated that they did not understand the counting principal. With GoFormative in real time, I can add a URL link, an image or video with an explanation to re-teach the content. And follow up with either a multiple choice, true/false, or short answer to check for understanding again if necessary. 

With a touchscreen Chromebook, Kyleigh could of drawn her scenario. 

Last school year, this type of questioning was difficult to accomplish because you could only hear from a few select students. ]]> 2017-05-24 00:47:30 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173517336 GoFormative MrsJ4Math https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173524174 Bi-Weekly Assessment-real-time feedback]]> 2017-05-24 01:40:45 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173524174 Grade Comparison abuonincontri https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173635406
  • Used Quizizz throughout Ratios & Proportions Unit
  • Used GoFormative throughout Statistics & Probability unit
Average percentages for Level 4 Math either increased or stayed the same in comparison to last year. 
]]> 2017-05-24 14:25:47 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173635406 Quizizz Grade Comparison abuonincontri https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173796063 Students who completed Quizizz more than once often performed higher on the in-class quiz. ]]> 2017-05-25 11:15:08 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173796063 Quizizz abuonincontri https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173796685 2017-05-25 11:19:43 UTC https://padlet.com/MrsJ4Math/8drtcnysmquu/wish/173796685