One of my favorite things about teaching mathematics is how often it is used in different aspects of our lives. Using mathematics to determine the chances of a player winning a game to organizing data to be analyzed in finance are great ways to represent information clearly and concisely. In this week’s resources, we read about Mrs. Omar’s assignment for her students where they made hypothesizes about possible investment strategies, entered formulas onto a spreadsheet, and graphed the exponential curves to determine which investments give the most return (Pitler, Hubbell & Kuhn, 2012). Students doing a project like this are making educated guesses about different investments, then organize the data to be analyzed and determine whether or not they were correct. A Constructionist learner uses trial and error to gain knowledge through distinguishing similarities and differences. I really liked Mrs. Omar’s practical use of Excel Spreadsheet to teach her students how to use formulas, applications of finance and graphing exponential graphs. The graphs that represent the different investment can clearly show the students as to which investment strategy would be best suited for them, which can be discussed between peers.
In my classes, I have my students make posters by hand where they title the topic, display an example, and writing verbal steps that describe the mathematical concepts. Viewing this week's resources, I can implement a constructionist project that we observed in Lynda Donovan's class that create poems based on the book they were reading. I can have my students take a lesson they have already learned and make a poster on a word processor, power point or other graphic software. Giving students the opportunity to demonstrate what they have learned, critically think about the solution, and learning to format the poster on their own. I can also have my students take turns in groups to come up with lessons that they can teach to the class to reinforce new material. Students can make slides and choose problems that will point out possible misconceptions.
References
Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning
theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from https://class.waldenu.edu
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works
theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
from https://class.waldenu.edu
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works
(2nd ed.). Alexandria, VA: ASCD
David
ReplyDeleteAlbeit somewhat short, I think you hit on the point that it is a decisive instructional strategy that can aid in the teaching of mathematics. I mentioned in the DB the building block that I think Excel is in my mind. When I was introduced to it, I had a lot of hesitation in using it. It seemed to be something that was out of my realm of understanding, and perhaps for someone with a professional career, not just some student. But it was after my initial introduction that I discovered the power behind Excel. I took a refresher course in my Bachelors program and felt natural and at ease in using it. I think Excel is very versatile when it comes to teaching and using it in a learning environment for practically anything. Do you find that the constructionist learner should focus more on Excel or on Concept mapping?
David
Hey Dave,
DeleteI think that a constructionist learner would have more opportunities to learn through trial and error. Concept mapping wouldn't be bad for a constructionist learner to begin a project or to end one as a review of the topic. Sorry for the short post, added some more.
-D. Yam
I agree, mathematics has a lot of practical applications in constructionism. You got me thinking, and I came to the conclusion that mathematics should play a role in most project-based learning, PBL projects. PBL should be comprehensive, therefore the more disciplines that are used in PBL the better. Spreadsheets provide a medium in which students can record, analyze, and manipulate data. You mentioned that you liked the idea of students making graphs and charts. I believe graphs and charts can make mathemathics visual for our visual spacial learners. It is one reason that USA Today is so popular with the mass public. Are you an Excel user in your classroom? I believe it is important that children know how to create spreadsheets. Part of the constructionist way is to create and build. I feel students must create and build their own spreadsheets in PBL. How do you feel about this issue? Should spreadsheets be teacher created or student created?
ReplyDeleteHey Trojan99,
ReplyDeleteI am not an excel user in the classroom, unfortunately the New York State curriculum does not allow too much time to do project based learning. There are many topics that need to be covered, however, I have had the opportunities to implement some activities for students to learn from.
I have not been able to give my students a project that uses excel to create spreadsheets. If I were to implement something like that I would have my students create the spreadsheet from scratch. I believe that students will learn more through creating and building their own spreadsheets.
-DYam