Math, Problem Solving, and Technology : Math, Problem Solving, and Technology By
Lisa Zarrella
Background Information : Background Information Title 1 school on Staten Island. Almost 40% are white, 26% are African American, 28% are Hispanic, 6% are Asian and 1% is American Indian
4th grade general education class.
Heterogeneous class, 1 ELL student, 3 hold over's from pervious years.
Math levels: 1% were in tier 1, 8% were in Tier 2, 26% were in tier 3 and 65% were in Tier 4.
What is the Problem? : What is the Problem? Students are not motivated to try different mathematical approaches
Test scores are decreasing on 4th grade state tests.
Students cannot explain their mathematical strategies.
Research Questions : Research Questions Will a classroom blog motivate students to “talk math”?
Will students be able to explain different problem solving approaches?
Will students be able to use the strategies during independent math work and state tests?
What do the researchers say? : What do the researchers say? “When computer technology is incorporated into mathematically rich curricula that requires complex thinking, applications of concepts, inquiry, and problem solving, then the students learning increases at both the upper elementary level and in the primary grades.”
-Thach & Norman (2008)
“When a school adopts a curriculum, it typically comes with only one textbook for all students at each grade level. These books are aimed at average abilities within grade level, and many times at the lowest reading level. Consequently, the gifted students’ advances needs are not usually considered.”
-McAllister & Plourde (2008)
Data sources : Data sources
Action Plan : Action Plan Use a classroom blog year round for other areas as well. Have students maintain the site.
Ask for more classroom lap –tops
Talk to colleagues about blogs. It could be used as an Enrichment Cluster in the fall.
Ask for a smart board for my classroom.
Will a classroom web-blog encourage students to “talk math”? : Will a classroom web-blog encourage students to “talk math”? Students need to explain their mathematical approach in formal written language.
Create a schedule so all students have access to the blog.
By looking at the blog, students became immersed in what a good written response should look like.
They were able to go back to their own problems and fix their responses.
Will students be able to explain different problem solving strategies? : Will students be able to explain different problem solving strategies? Some struggling students had to strategies to solve word problems. ITHINK problem solving approach was put in place.
Students who logged onto the blog started to explain their approaches correctly so other students were able to understand.
Students tried other students approaches to see if they would work for them.
Will the students be able to use the strategies discussed on the blog during independent work and state tests? : Will the students be able to use the strategies discussed on the blog during independent work and state tests? Students had less anxiety when test prep started because they had already seen what the problems looked like and expected of them on the blog.
Because they had seen the type of problems and were aware of how to solve them , they did better on the open response questions.
4-313 Results on open response questions in November and February. : 4-313 Results on open response questions in November and February.
Limitations of the Study : Limitations of the Study My first limitation was getting all my students access to the blog and a computer.
My page had been deleted when I prepared to use it in class.
Very difficult to work without a smart board.
Most of my students did not have an e-mail account and the site I used required them to have them.
Slide 13 :
References : References McAllister, B. A., & Plourde, L. A. (2008). Enrichment Curriculum: Essential for mathematically gifted students [Electronic version]. Education, 129(1), 40-49. from Academic Search Premier.
Thach, K., & Norman, K. (2008). Technology -rich mathematics instruction [Electronic version]. Teaching children mathematics, 15(3), 152-156.