A: Augmentation

M: Modification

R: Redefinition

*Enhancement

*Transformation

*Practical Application

• Substitution: I can technology to replace traditional tools without changing the task!

  • Ex: Use Google Slides instead of a whiteboard to deliver notes on solving equations.

  Augmentation: Improve tasks slightly using digital tools

  • Ex: Practice solving equations or factoring using self-checking Google Forms or Quizizz.

  • Ex: Use Desmos to graph equations and inequalities, offering immediate visual feedback on slope and intercept.

b. Modification and Redefinition (Transformation)

• Modification: Redesign tasks using technology

  • Ex: Students create videos explaining the steps to solve a system of equations using Flip

• Redefinition: Create entirely new learning tasks not possible without technology

  • Ex: Engage students in global math collaboration using tools like Padlet walls or a shared digital space where they analyze patterns in data collected from around the world.

b. Pedagogical Knowledge (PK)

c. Technological Knowledge (TK)

• Key topics: linear equations, inequalities, systems of equations, functions, exponents.

b. Pedagogical Knowledge (PK)

• Use inquiry-based and collaborative learning strategies.

• Scaffold tasks to allow for student exploration before formal instruction (ex: "Notice and Wonder" prompts).

c. Technological Knowledge (TK)

• Tools like Desmos, GeoGebra, Flip, Padlet, and Quizizz.

• Classroom management platforms like Google Classroom for organizing assignments.

d. TPACK in Action – Sample Unit: Linear Functions

• Content: Students learn to graph linear equations and interpret slope and y-intercept in context.

• Pedagogy: Use real-world contexts (ex: rate of change scenarios), encourage student-led exploration.

• Technology: Students explore linear relationships using Desmos activities like “Marble Slides,” and submit reflections on Flip.

• I'd love to use Desmos activities for students to experiment with graphing and transformations in real time, such as exploring slope, to have a more engaging, fun way to learn concepts.

• I also think GeoGebra for geometric representations of algebraic ideas (like parabolas or transformations) can also be enjoyable and helpful for students to see

Promote Inquiry

• ASU has majorly focused on taking any opportunities we can to involve inquiry and discovery opportunities, and I feel online software can greatly expand on this

• Students can also use graphing software to test hypotheses about systems of equations or quadratic behavior.

Enhance Creativity and Teamwork

• I can create group tasks where students create mind maps connecting vocabulary, examples, and strategies that allows them to see their peers' thoughts as well

• Students can record tutorials explaining factoring or completing the square, then provide peer feedback.

Flipped Classroom Opportunities

• If students complete a lesson in their own time, I can use class time to address misunderstandings and apply knowledge to deeper problems.

• Students can prepare for in-class stations by reviewing content through interactive apps or videos at home that I created or use outside sources for.

Additional Resource: https://www.edutopia.org/article/effective-technology-use-math-class/

• When I start teaching Algebra 1, I plan to use technology to help students explore big ideas. For example, when we get to graphing parabolas or linear functions, I’ll use tools like Desmos so students can play around with parameters and actually see how the graph changes. It’ll make those abstract ideas feel way more concrete.

• I’ll also use tools like Formative or Quizizz to check for understanding. I want students to get instant feedback, and I’ll use their responses to figure out which concepts we need to revisit. It’ll make formative assessment feel more like a conversation than a quiz. I can also do this through game-like activities as well that shows me how much they understand!

• Whenever I’m designing lessons where inquiry or exploration is the focus, I’ll bring in tech that lets students experiment. I want them to be able to ask “what if?” and use the tools to figure it out on their own.

b. When I Won’t Use Technology

• When I’m introducing foundational skills like solving basic linear equations, I’ll probably lean more on hands-on practice or even manipulatives. I want students to focus on the process without screens pulling their attention away.

• There will also be moments when students just need a break from tech. Maybe we’ll do a whiteboard round-robin, a math talk, or a gallery walk. I think switching things up like that will keep students engaged and give them different ways to connect with the content.

• And honestly, if I find that a tech tool is adding confusion instead of clarity, I won’t use it. I’ll always ask myself: Is this helping my students learn better? If the answer’s no, I’ll go with something simpler that gets the job done. I want to teach in a way that is fun, engaging, and relatable to my students.