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Technology-Based Math Curriculumwith Real-World Applications
Dr. Beth BosDr. Joey OfferMina Benjamin
Texas State UniversityCAMT 2008
Common Theoretical Themes •Real-World Problems•Group Work•Safe Environment•Practice
Common Theoretical Theme: Real-World Problems
•increase intrinsic motivation•increase recall and transfer skills
Common Theoretical Theme: Real-World Problems
•students see relevance and builds on foundation of prior knowledge•provides for natural dialogue•estimate reasonableness of solutions
Common Theoretical Theme: Group Work
•models student collaboration•students can work in small groups
Common Theoretical Theme: Group Work
•allow students to share their ideas and strategies•provide feedback
Common Theoretical Theme: Safe Environment
Students have the opportunity to work through problems and receive feedback without concerns about their ability.
Common Theoretical Theme: Safe Environment
•flashy graphics are nice, but a short-term hook•real value is in that technology allows students to try and they can be wrong without negative feedback
Common Theoretical Theme: Practice
Different opportunities for practice: •Open-ended (guided and teacher graded)•Unlimited•Multiple-choice format (including TAKS-like questions)
Common Theoretical Theme: Practice
Example: Unlimited Practice
Theory Into Practice: Real World Problems
Are they relevant to our students?
Theory Into Practice: Group Work
Are there teacher support materials in the curriculum?
Theory Into Practice: Safe Environment
How do we keep it “safe,” but provide enough structure?
Theory Into Practice: Practice
How do we provide adequate feedback online in a reasonable amount of time?
Other Findings:
Quasi-Experimental Design
Population: 9 teachers, 4 schools, 4 groups (treatment LEAP, treatment non-LEAP, Control non-LEAP)
Other Findings
Our data shows enrollment in LEAP, a gifted and talented Our data shows enrollment in LEAP, a gifted and talented program, has a significant effect on performance on the test of program, has a significant effect on performance on the test of everyday reasoning, deductive reasoning, and one’s ability to everyday reasoning, deductive reasoning, and one’s ability to make inferences.make inferences.
Other Findings
The means for the Tests show a notable difference.The means for the Tests show a notable difference.
Test of Everyday Reasoning
Analyze Test Sub-Score at Time TwoAnalyze Test Sub-Score at Time Two
Conclusion
Teachers have to be ready for transition from theory to practice and administration must support the teachers.
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