Inquiry-Based Learning through "Vroom, Vroom!!" Activity

Retrieved from https://goo.gl/Vwa70F

This week in our Mathematics Education class we did a great activity entitled "Vroom, Vroom!!". This activity included wind up cars and meter sticks. The goal of the activity was to develop a model that is accurate enough that when given a distance to travel, you are able to calculate exactly how far you need to pull the car back. The class was split up into groups and we were told that all the groups were going to be competing against each other at the end of the activity.

Our group started by collecting some data. We pulled the car back different distances and recorded how far the car traveled. We decided that we would pull the car back 5cm, 6cm, 7cm, 8cm, 9cm and 10cm. We choose these values because we found that when we pulled the car back 4cm or lower, it did not travel very far at all. These values were a good way to start to collect some data on how the car traveled after each pull. Once we got all this information recorded, we were able to make a scatter plot graph and find a line of best fit. Then with our knowledge of linear relations, we were able to create an equation that would model the distance traveled for our car.


Now came the competition part of the activity, which was the most exciting part as everyone got very competitive. We were told that we wanted the car to travel 210cm. So we went back to the equation that we created previously and substituted 210 in for the y-value. After some simple calculations, we concluded that we would need to pull the car back approximately 11.6cm for it to travel 210cm. In the end, our car did not travel the farthest, but it was a lot of fun competing against our classmates.

 I could absolutely see myself using this activity in my future math classroom. It would be a great way to get students to work together and collaborate while investigating linear relations.

This activity would be an excellent activity to use in the classroom as inquiry learning. Inquiry-Based Learning is described as "an approach to teaching and learning in which the classroom environment is characterized by the student being the active participant while the teacher’s role is decentralized" (What is Inquiry-Based Learning?). Which means that students are using investigation to discover their own learning, rather than being lectured by the teacher. Inquiry-Based Learning has been shown to help students gain a deeper understanding as they are figuring out the mathematics for themselves (What is Inquiry-Based Learning?). I think it's very important to allow students to learn through self discovery and investigation, as not all students benefit from being lectured. That being said, I also think that some students do benefit from the structure of a lecture-based lesson. Overall, it is important to give my students a variety of instructional techniques. In addition, to knowing how they learn and what works best for them.When this is done, we can continue to strive to be the best teachers we can be.

Technology and the Mathematics Classroom

Hello everyone!

This week in our Mathematics Education class we focused on technology in the classroom. According to the Ontario Mathematics Curriculum, "Technology can help to reduce the time spent on routine mathematical tasks and to allow students to devote more of their efforts to thinking and concept development.". Despite this, in my school experience, the only technology that I used in my mathematics classrooms was graphing calculators. Most of my high school mathematics classes involved paper and pencil techniques. While completing my undergrad I was able to take a class that focused on Technology in the Mathematics Classroom (MATH 4P96 at Brock University). This class opened my eyes to the world of mathematics technology. Through that class I was introduced to Buzzmath, Geometer's Sketch Pad, Geogebra and Journey Through Calculus; just to name a few. This was when I really started to see the importance of incorporating technology into my mathematics classroom.

Retrieved from http://support.desmos.com/hc/en-us

Throughout last nights class we were able to explore and play around with Desmos and Geogebra. Both activities were engaging and got the whole class involved in the mathematics. We started with an activity on Desmos called Polygraph. This online activity had a similar feel to the game Guess Who? which is played in twos by asking questions to your opponent to guess what person they had chosen. But instead of faces, we were asking questions about parabolas. One partner would chose a graph while the second partner would ask questions and slowly eliminate graphs from their screen. I found this activity very engaging because it didn't feel as if we were doing math, it just felt like a game. But we really were practicing our mathematics skills; as we were articulating questions to ask and as we were answering those questions. This activity requires students to apply their knowledge of parabolas in a fun way. I would absolutely use this activity in my mathematics classroom because I think that it would be a great way to get all the students involved and practice their mathematics skills.

Retrieved from https://mix.office.com/watch/tkg75uzi32m1?lcid=1033

The second activity was done as a class with Geogebra. Amy Lin showed us a video of a boy throwing a basketball, but we only saw half the video leaving us unsure if the ball went in the hoop or not. This started a class discussion about whether or not the ball went in the hoop. After a few minutes of discussion, we opened up Geogebra and started to model the path of the basketball to see if the ball would make it in or not. After modeling, we watched the whole video and concluded that the ball did indeed go through the hoop. This activity was great because it got the whole class involved in the math as we were all interested in whether or not the basket was made. This activity would be great to use in the classroom as a class activity. It required the students to work together to solve the problem.

After completing these activities and having time to reflect, I understand the importance of incorporating technology into my mathematics classroom. Tools such as Desmos and Geogebra encourage students to become more engaged in the mathematics content. When students are more engaged in the content, they will become more curious and excited learners.

Student Learning and Closing the Gap

Hello everyone! I hope everyone has had a wonderful Thanksgiving weekend surrounded by friends and family.

Last week in class we focused on techniques that we can use to help those students who are struggling in mathematics. This is very important to think about because we will have students who have difficulties with math and we need to know how to help these students become successful. According to Growing Success, as teachers it is our responsibility to "ensure that educational programs are designed to accommodate those needs and to facilitate the child's growth and development." This means that schools and teachers are ensuring that all students are growing and learning no matter what level he/she is at in their education. One way this can be done is through the use of modifications and accommodations. According to Growing Success, modifications are "changes made to the grade-level expectations for a subject or course in order to meet a student’s learning needs." These may include expectations from different grade level or a modification of the present grade level expectations. While according to Growing Success, accommodations are "changes in procedures that enable the student to demonstrate his or her learning." These could include more time on a quiz or test, allowing the student to work in a resource room or placing the student near the door so they can easily go for a walk if they need to.

Image retrieved from https://goo.gl/6drXNC

One of the first modification resources we were introduced to last week was the Gap Closing Resources through EduGAINS. These Gap Closing resources aim to assist and give additional support to students who are struggling in mathematics. As the name suggests, they aim to close the gap between students. In class, we were given two Gap Closing packages on Fractions, an Intermediate/Senior Student Book and an Intermediate/Senior Teacher Guide. The Teacher Guide including a list of Grade 9 expectations that linked to fractions and possible reasons for why students may be struggling. The book also contains diagnostic assessments, instructions on how to use the resources and a series of "thinksheet" answer keys. The Student Book contains the diagnostic assessment and a series of "thinksheets" that students can use to improve their fraction skills. These resources can be extremely useful to teachers because sometimes it can be hard to find the correct resources that will help struggling students and these resources were designed specifically for that purpose. 

In addition to teacher and student packages, the site also provides Gap Closing ePractice activities which allow students to practice their skills. This resource is excellent for students who have access to a computer and need that extra practice outside the classroom. This is just one resource that can help teachers provide modifications for students who need them.

Gap Closing is just one of many resources that can be found to help modify lessons for struggling students. Another resource that we discussed in class was TIPS4RM which stands for Targeted Implementation and Planning Supports for Revised Mathematics. This is another valuable resource that provides lesson plans and sample activities to use in mathematics classrooms, particularly applied classrooms. 

Overall, after this week I feel as if I am more prepared to enter a classroom with many different ability levels because I have been provided with a number of resources and sites that will guide be through the modification and accommodation process.

Hope everyone has a great rest of their week! Cheers.