GeoGebra Assignment - function concepts quiz - Unit 1
^LINK I have a lot of different tech tools that I am interested in. My problem right now is that many of them seem like they are simply a “gamification” of the genuine mathematics (a term I picked up from the mindresearch.org blog), as opposed to a true revolution of the paradigm. Many of these tools are simply replacing numbers on a worksheet with numbers on a screen, or adding a video to a word problem… Towards that end, I have struggled to really narrow down my tech tool for this assignment. Here is my shortlist: Desmos: https://www.desmos.com/calculator Although it is simple graphing software, there are a host of possibilities contained within the programming that allows graphing to truly be an enlightening experience and help students more fully grasp the implications of the concepts they are working with.
PolyUp: https://www.polyup.com/machines/grades-9-to-12 This is a really cool online application (or on iOS) that gives students a very nice tactile exploration of everything from simple operations all the way up to infinite repeating series and introductions to boolean programming and a really nice way to introduce formal logic. Studio Code: https://studio.code.org/s/express-2019 I have been digging through this website for a while now and am finding a huge amount of programming and logic options for lessons (like two years' worth of lessons). I do not see an immediate application of this, but I am interested in developing a programming module/course at AHS and this could be a great intro, with simply block-based programming and logic operation as a way to develop student comfort. Furthermore, it is immensely satisfying and students can see the results of their programming immediately. Study Stack: https://www.studystack.com This is a flashcard app available both online and on a smartphone, which is hugely appealing for me, as not all of my students have appropriate computers or WiFi at home, but they almost all have smartphones and access to wireless. Geogebra: https://www.geogebra.org/graphing This compilation of graphing and computing software is IMPRESSIVE. So much functionality, but a much higher level of knowledge is required to access it and make use of all of its functionality. There are a lot of lessons created by teachers as well, similar to what we see in Desmos, but again, at a much higher level due to the complexity offered by the software. Advantages over Desmos:
PLN where you found your tech tool to evaluate https://blog.mindresearch.org Name of tech tool that you selected and brief description GeoGebra Free software for creating mathematical constructions: functions, models, geometric arrangements. You can adjust parameters live or set up replaying loops to foster a deep understanding of how different variables can affect graphs and shapes. It is online, downloadable, and has iOS offerings including an enhanced reality mode for 3-D graphing which is immensely powerful. GeoGebra offers a lot of tools for students and teachers to create math explorations. There is also a large pool of existing explorations, which is truly vast and constantly growing. These include everything from the high school Common Core curriculum and are both interactive and static. GeoGebra is best used in the secondary setting, although, due to the complexity available in the programming, it would be best introduced early so that students can become familiar with it over their whole time as students. That way it can be fully utilized with minimal fuss getting students up to speed. To create effective lessons requires a high degree of familiarity with the tools available. Summary of how the literature supports the implementation of this tool (200-300 words) GeoGebra is widely lauded, by many math educators and education bloggers as the most easily accessible, yet advanced software of its kind. It is widely preferred over Desmos for complex tasks and offers more range of teachable opportunities and nuance in its application. SAMR Model GeoGebra allows for a full redefinition of the math curriculum when used creatively. The vast array of tools offered in the app could let students program functions and visuals, create their own lessons and explore functions and geometry in a manipulative manner not offered prior to the availability of advanced graphing software like this. The 3-D enhanced reality mode creates a means for data manipulation that I would have only dreamed of in college. At the very least, this app allows for easy and simple augmentation and modification through the simple manipulative nature of graphing. TPACK This software falls more in the technological content area than the other areas, although it could be argued that as soon as it is applied to the curriculum it becomes an excellent way to integrate all three areas. Students need to be savvy with the technology, it needs to be appropriately introduced (through one of the MANY available tutorials or lessons, or one created specifically for the task), and obviously promotes understanding of the mathematical concepts through direct visualization and manipulation. The app is of course specifically bent towards geometry and graphing but can be used for a wide variety of applications up to and including programming and logic. ISTE Standards Innovative Designer - 4b prototyping; 4d tolerance for ambiguity, perseverance; Computational Thinker - 5a problem definitions for technology-assisted methods; 5b data analysis; 5c develop descriptive models; Creative Communicator - 6a appropriate digital tools for communication; 6c complex ideas through digital representations; Global Collaborator - 7c constructive contribution to project teams Sources: https://www.quora.com/Which-one-is-better-Desmos-or-GeoGebra https://www.commonsense.org/education/website/geogebra https://www.geogebra.org/materials https://conference.iste.org/2018/program/search/detail_session.php?id=110746779 http://faculty.wiu.edu/JR-Olsen/wiu/miniconf/Desmos-and-Geogebra.pdf https://prezi.com/mtphd5r-fkqs/geogebra-vs-desmos/
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The whole research proposal process is a little daunting. I understand that is in place for good reasons, to protect students and create a support network for researchers while also creating accountability. However, it feels that, like many things in education in America, the bureaucracy gets in the way of promoting good educational practices, and teachers get bogged down in the mire of red tape instead of using student feedback and action research to promote and further excellent teaching practice.
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Julian SpringerMath Department - Animas High School Archives
December 2019
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