Blog Post #1

Hello, my name is Megan.  I currently teach high school math at a small school in Ohio.  As well as teaching, I also coach junior high cheerleading.  In what free time that I have, I like to read, do jigsaw puzzles, complete counted cross stitch projects, and spend lots of time with my parents.  Currently, my main goal is to finish my Master’s degree in Curriculum and Instruction in Mathematics Education.  Another goal that I have is to become better at classroom management.  In the future, I hope to be able to teach dual enrollment college math classes at my school.  The first step to reaching this goal is finishing up my master’s program.

Computational Thinker indicator 5b says that students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making (ISTE, 2016). Students that are taking a statistics course in the state of Ohio could address the standard S.IC.6 in the mathematics standards. This standard asks students to evaluate reports based on the data they are given or data they find (Ohio Department of Education, 2017). Students could either choose their own data sets on the internet or create a statistical question or collect the data themselves. Once they have the data, students could analyze the data by finding the mean, median, mode, standard deviation, etc. through the use of technology and provide a visual representation of the data with the use of the technology. Then students could interpret the data and draw conclusions from their findings. After analyzing the data, students could create a report and present the report to the class. During this time, other students in the class can evaluate and determine if they agree with their classmates' conclusions.

After looking at Kolb's Triple E Framework, I feel that there are connections that can be made between the idea I presented above and the Triple E Framework. One major push that I have seen in mathematics education is to make the mathematics that is taught relevant to the real world and provide opportunities to use real world data. By making an activity where students are asked to either create their own question or to find the data that has already been collected. This fits into the Extend pieces of framework that asks if the technology bridges the gap between the classroom and the real world. Also, by allowing students to use technology to find the important statistical measures, students are able to use and understand these concepts without getting bogged own with the, sometimes tedious and difficult, steps necessary to find these measures. This fits in with Kolb's Enhance piece in the Triple E Framework. When looking at the Engage pieces of the framework, the ability to get students engaged in mathematics learning is a difficult and necessary part of teaching mathematics. If students are allowed to research their own data and find something that interests them, they are more likely to engage in the mathematics that they need to work on the task at hand (Kolb, 2020).

References

International Society for Technology in Education. (2016). Standards. https://iste.org/standards

Kolb, L. (2020, December 9). Triple E framework. Triple E Framework. https://www.tripleeframework.com/

Ohio Department of Education. (2017). Ohio learning standards: mathematics. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Ohio-s-Learning-Standards-in-Mathematics/MATH-Standards-2017.pdf.aspx





Comments

  1. shango266June 29, 2024 at 9:13 PM

    Hi Megan,
    I think it's great that you are creating project with real-world application in mind. I work at an internation school in Japan that uses the IB curriculum, and we have a heavy focus on real-world applicability and transferable skills. It's so important - I think many people in my generation sigh with frustration when remembering high school and thinking about all the scenarios we had to struggle through as adults, thinking "Why didn't we learn this in school!!"

    I think with a subject like math, it's important to show students the practical, real ways that math is present in so many every-day things we take for granted. It also allows the students who struggle with math ( me, haha) to feel more interested and connected to the subject and not feel overwhelmed by abstract equations.

    Good luck with your masters! I'm currently teaching 3rd grade but thinking about moving on to older grades in the future. I also love cross stitch!

    Cheers - Liz Powell

    ReplyDelete
  2. mr.marinmathJune 30, 2024 at 9:48 PM

    Hi Megan, I love the fact that we did the same exact activity for our own respective grade levels! We both touched on the idea of students choosing their own topics and exploring the data behind it in order to give a thorough report with central tendency as well as graphing. However I love the fact that you bring in more concepts of data summary such as standard deviation. Many times when we teach math it is cut and dry and students don't have the liberty to expressed their thoughts, mindset, or sense of learning. This is why I think this project is good for the students as learners and as people despite their grade level.

    One of the best ways that the students can do this project effectively is to use their technology that they have on a daily basis. Many times we often look over the fact the students have their cell phones and other technology at their fingertips due to the huge increase of technology dependency. However that shouldn't be a deterrence from the idea of using technology inappropriate manners.

    I wish you the best and finishing up your masters! Keep up the great work!

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