Coordinate an Attack Using the Calculator

Autor/inn/en	Kranz, Sharie R.; Amato, Carlo A.; Freudenthal, Eric A.
Titel	Coordinate an Attack Using the Calculator
Quelle	In: Mathematics Teaching in the Middle School, 18 (2013) 6, S.356-361 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Feedback (Response); Learner Engagement; Interaction; Mathematics Instruction; Secondary School Mathematics; Mathematical Concepts; Relevance (Education); Grade 9; High Schools; Urban Schools; Graphing Calculators; Educational Technology; Teaching Methods; Student Motivation; Games; Computer Uses in Education; Texas + Suchen Sie Ihr Suchwort? Interaktion; Mathematics lessons; Mathematikunterricht; Relevance; Relevanz; School year 09; 9. Schuljahr; Schuljahr 09; High school; Oberschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Grafischer Taschenrechner; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Game; Spiel; Spiele; Computernutzung
Abstract	In this culture of instantaneous technology, students are familiar with immediate feedback. To maintain student engagement, it is vital for teachers to create similarly interactive experiences. Student-centered instruction is important in connecting students to key mathematical concepts. If the connection is not obvious, they may be unaware of exciting mathematical applications. When students recognize that math is relevant and comprehensible and that it connects to their own life or experiences, they become excited about learning. Media Propelled Computational Thinking (iMPaCT-Math) recognizes the relevance of both STEM concepts and hands-on applications. Ninth-grade algebra teachers implemented an iMPaCT-Math activity on Cartesian coordinates at two urban and predominantly Hispanic high schools in El Paso, Texas. Students were introduced to a programming tool that would attract and hold their attention. Students with no prior exposure to graphing calculators or programming delved immediately into the graphing and programming functions of their Texas Instrument-84 calculator. The engaging activities motivated students to practice their newly learned skills while they solved problems closely tied to algebra topics. Within iMPaCT lessons, programming is used to focus student attention on mathematics learning goals and free them from getting bogged down in otherwise tedious work involved in setting up some problems. Since students create pieces of computer programming in the algebra classroom, their ability and understanding of programming increases. Technology and mathematics are seamlessly combined in a compelling, problem-solving context that students can easily access. The students used these procedures to set up a game called "Battleships." The explanation of rules were arduous because students needed time to become familiar with the calculator. Teachers led students through step-by-step instructions to set up their "battleships" as statistical plots and to explain the rules of the game. Instructions were given orally and visually using a document camera, interactive whiteboard, or virtual calculator. The schools using these activities moved on to other areas that further developed mathematical and computer programming concepts. Although lessons can always be improved on, the combination of technology, computer programming, and math appears to be a solid vessel through which to sail to other fields of mathematics study. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10