TPCK Chapter 7 was about integrating technology and math. I found this chapter to be a difficult read. It seemed to be discussing content all over the map, some of which was not directly math related. The topics ranged from using fractals to imagination being the core to mathematics to remembering that children are culturally diverse. I would have liked to see more information on TPCK uses of technology in math.
Some important ideas addressed in the chapter were the importance of teachers being willing to experiment and explore technology with an open mind. It also suggested that it was more important to focus on how technology can be used to teach math concepts rather than what technologies to use. While I agree with both statements I find fault in them. I think that it is extremely difficult for teachers to have an open mind about technology if they do not know what possibilities exist and do not know how to use technology. I also think that for many teachers, me included, that it is tricky to start by focusing on how to use technology to help teach math if you are not familiar with what is out there. Sometimes identifying the tools can spark ideas.
Math is an area that I’m not sure what technology exists. In the chapter it discussed spreadsheets, calculators, and virtual manipulatives. I have tried all of these technologies with my students and they have worked pretty well. I especially found the virtual manipulatives to be effective. I know that there are also many websites on the Internet that provide math games. Other than that I’m not sure what is out there. I would like to know more.
One last thought that I found to be crucial in the chapter was that there is a “Fine line” between using technology to enhance, expand and improve math instruction and “causing deep misconceptions”. (149) As a teacher it is important for me to recognize that fact as I attempt to increase the amount of technology integration. I must assure that the technology does not serve as a distraction to the math concept being taught but rather as an aide.
As I move forward with math and technology integration I will attempt to “imagine the possibilities” as the chapter encourages.
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It was interesting listening to Lisa and Kim speak about Math and technology. Both ladies had useful sites that I need to check out and play with my students. I completely agreed with the belief that math needs to be connected to the real world. I have been doing that with my recent fractions unit with food!
ReplyDeleteLisa brought up a great source for learning and an excellent place to practice. The games at Arcademic Skillbuilders are awesome! They would definitely build fluency skills of basic math concepts. Fluency is crucial at an early age. My students would become addicted! I know I was!
I was very pleased that Kim mentioned the Vitual Manipulatives site. I have used this site in the past with my students and it saves a lot of time and effort. In need to go back to this site. I had forgotten its true value. Virtual manipulatives are a lot easier to clean up than actual ones! The site can also enhance math content for almost every area.
Keith,
ReplyDeleteYou? Addicted to a math game?! No!!! Just kidding, I can see how third graders would be engaged by this activity. They are probably much quicker than my first graders. It seems as though you already had the connection to real world with your fractions. The best part of that would be eating food, right? If you didn't think of it already, you could integrate nutrition in it too, which would help towards the Mainely Nutrition, which I think you are doing too.
Keith,
ReplyDeleteI too was very excited to learn about the virtual manipulative site. I have shared it with my colleagues and they are excited, as well. I feel I will get more done in a lesson without having to spend so much time passing things out, picking them up, etc. etc.
It sounds like fractions are fun in your classroom. Have you seen the Hershey's Chocolate Math Book? There are other books relating to food and fractions, too. Have fun and enjoy! Kim