“I hate math!”, “I can’t do math!”, “When will I ever use any of this stuff?”
As the semester proceeds, and I am forced to stuff these “math hating” students’ brains with too much material because the state insists that 3,000 topics be covered in 64 hours, I have to wonder if any of what they’ve learned will still be a part of their intellect even two days after the end of the course!
I am constantly trying to come up with innovative ways to make mathematics more meaningful, more user-friendly, and more interesting to my students. I’ve always known that one way to accomplish these goals is to incorporate technology into my courses; however, I’ve never been sure how to best do this.
After our first session last Tuesday, I could feel my brain coming alive with ideas! I thought the Learning Platform, Ning, was great. To be sitting in my kitchen with a cup of coffee, dressed in grubby clothes, having a bad hair day, and yet be a participant in a class was something I couldn’t have imagined even last year! (Yes, technology has definitely passed me by!).
I noted that some of the features that Ning supports are video, audio, whiteboard, power point, and interaction with its participants. One idea that passed through my brain was that Ning would be a great tool to use in order to communicate and interact with students when an instructor is absent.
I did notice that the WhiteBoard had an icon for Math—is this a tool similar to MathType? Can this tool be used to enter complicated mathematical symbols on the WhiteBoard?
Though the word “blog” is one that I often hear, this is the first time I’m creating one. Again, ideas..ideas..ideas. Since MATC is a technical college and most of my students are planning on enrolling in a technical program, I am going to have them interview instructors from their future programs to find out just how mathematics is used in that program. From there they will create blogs to be shared with their classmates. I can’t think of a better way for them to find out on their own exactly “what they’re going to use this stuff for!”. Blogger was a very user-friendly program with which most of my students should have no problem. Having students write blogs also addresses two of the MATC Core Abilities:
Communicate Effectively
b. Use effective written communication skills
c. Apply standard rules of language structure, including grammarand spelling
I am excited about this Masters program. My goal is to incorporate what I learn into my curriculum so that the three sentences: : “I hate math!”, “I can’t do math!”, “When will I ever use any of this stuff!” at the beginning of a semester are replaced with: “Wow, I love math!”, “Hey, I can do this stuff very easily”, and “Math is used in all things!” at the end of the semester.
I recently wrote a series of web pages for some of my students.
Here’s an example of one of them:
http://ecampus.matc.edu/laselvam/prealgebra/Alg.%20Expressions/mult.exp.htm
Another goal of mine is to make this page come alive for my students!
Another goal of mine is to make this page come alive for my students!
Michele, as an Engineering and Architecture teacher, I know and understand your struggles with getting students to understand and enjoy mathematics. I am constantly floored by our students inability to complete simple math problems. I too agree that the large problem stands in relevancy. Our current student population has lost sight of just how many fields require mathematics. I know I for one start my class off by stating, "for all of you who have made the comments in math class, when am I ever going to use this, this class is your answer." We strive to teach our students how to apply the math skills they've learned and try to reteach them the ones they didn't pay attention to the first time. I know I for one would love to be able to collaborate with our math department to get ideas across and I would have to believe that the tech instructors at your school would love to do the same. We spend soooooo much time reteaching these kids the math concepts that if the kids could just realize initially that they will need to know it for their future classes, I think they will be more likely to pay attention. I think you have a great idea in having the kids talk with their future instructors to find out just how much the math is used. I think that may open their eyes to all the areas that they use the concepts. I also think you could maybe even go one step further in having the students complete problems from their future classes in your classroom. E.G. IF a student is looking to become a diesel mechanic (not sure which MATC you are at) you could have the student calculate gear ratios for optimal fuel effeciency in accordance to a given horsepower of a particular rig. This is stuff that I know students in the diesel mechanic program at Madison Area Tech are often asked to do. Again, as I've said, I have to believe that the instructors would love to collaborate with you in teaching these kind of things as it would greatly reduce the amount of time we have to spend re-teaching concepts they should already know and would allow us more time to teach concepts that we are skilled in teaching.
ReplyDeleteI'm pretty sure I've had the students you're talking about during their high school experience...usually more than once. You gotta love 'em...no, really you GOTTA love 'em...the other option isn't pretty. One thing I found that worked pretty consistently was to get them involved in the moment. As you know, these kids don't think of the future very much, and sometimes knowing you will need to use a given skill in a future course may get written off as 'something to deal with later'. Instance gratification works for many of them. Back in the day, math presented as puzzles worked well, giving them the repetitive practice they need and letting them know instantly whether or not they are correct by whether or not their answer fit in the puzzle. Crosswords, coded riddles (Algebra with Pizzazz by Creative Publications), etc. is what I am referring to. BUT, I have found something better. AND, it incorporates technology. I use Notebook 10.0 from SMART Technologies, Inc. Eventhough I don't use the SMART Board, (current budgets won't allow for it and sharing one really doesn't work), I write most of my lectures using the Notebook software, incorporating the digital textbook, teacher resources, and the bells and whistles that come with the software. With a SMART board, the students can interect (physically) with lectures, without it they still get their 'entertainment session' along with a little quiz at the end. This type of interaction demands their attention, can give them immediate feedback on whether or not they understand the procedure, and with many pre-made lessons and interactive multimedia objects, it has become an efficient way to get those presentations done. What's more, because the 'entertainment factor' and the 'fun puzzles' have been worked into the lecture itself, I can keep up with the amount of content required in courses like Advanced Algebra.
ReplyDeleteInteractive, multimedia lectures really work for the way most of these kids learn. Plus, the lectures can be recorded and posted for review later. There is quite a few applications like this available, and I'm sure you're familiar with them at MATC. This just happens to be something I get really excited about...thanks for giving me the opportunity to share.
Michele - I really enjoyed reading your blog and your enthusiasm is contagious. I especially like your ideas for Ning. I only just created my first Facebook page two weeks ago, so Ning is too new for me, but your suggestion for using it when the instructor is absent is giving me some ideas. I am going to be out this week having surgery, and I know my students would be stunned if I created something for them to view while I'm away. Being that my students are, on average, 10, they are perhaps easier to impress. It takes very little.
ReplyDeleteYour idea of having students interview their future instructors is a great one. My guess is that your students will be more familiar with blogging and will be able to take off with this project. I would think Google Docs would be another resourceful tool for collaboration. In a way I envy your age group - much more independent, and really there's no limit to what you can have them do. Honestly, I think the students are the easy sell when it comes to technology. For me, the more difficult task is getting my colleagues to take the time to incorporate what I learn into their classrooms. I see Danelle mentioned the Smart Board above. We actually wrote a grant a couple of years ago and purchased a beautiful, rear-projection Smart Board. Since its purchase, however, most teachers have used it to show movies. I'm glad it's made its way into the classroom, but for crying out loud!
Thanks for sharing your ideas. I'm looking forward to reading more.
I think you have a great idea going with the thought of motivating the students to find a passion for bringing the subject matter alive (and having taught math I know there are those who have trouble finding meaning in it).
ReplyDeleteEvery tool we have helps - and you are finding more tools - keep up the blogging and good work!
If I had a math teacher that used that type of learning tool ie., web site, I certainly would have learned a lot more. Math was always boring and painful for me to get into. I went on your web site and found it great. Your use of colors to emphasize certain important points was helpful. I actually did some of the problems and your explanations a great. I'm impressed
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