Math Applet - Grades 3-5

Math Applet grades 3-5:

http://standards.nctm.org/document/eexamples/chap5/5.5/index.htm

Summary:
Collecting and understanding data is the main concept in this activity. This particular example used weather as a main source, but any other type of information can be used. Students also learn how to label and create the graphs or spreadsheets. These graphs and spreadsheets can be compared with one another to see what every person interpreted and understood. There are different ways to intemperate mathematical equations, and students can have different answer but these answers could all be correct.

Critique:
The ideas given in this example were really good, and I liked how they could be manipulated and changed depending on what is being taught. Different tasks that will be learned are: how to collect data, organize the data and create graphs of the information collected. All these tasks are important in the development of today's society. These applet also allows students to create different types of data and interpret them differently. After the students have collected the data they can create different mathematical problems and equations that have to do with data.

Math Applet - Grades K-2

Math Applet - Thinking Blocks K-2

http://www.thinkingblocks.com/

Summary:
Thinking Blocks was developed by teachers as an interactive activity that students could use to work on many different mathematical ideas. Students are able to work on and with addition, subtraction, multiplication, division, and ratios. Different types of mathematical problems can be practiced, such as part whole and word problems. You are able to compare and contrast the ideas in the practice activity, with one another. When working on a problem, if someone keeps getting stuck or confused, you can watch a video with examples and complete instructions on how to complete the problem. The videos also highlight important information that will help students see exactly what is important in the mathematical problem.

Critique:
Students are able to pick a what exactly they want to work on, a teacher can also provide the student with what they need to work on. The think blocks also allows students to practice at different levels the same activity. I liked how the videos about the problems were shown next to the actual problems, that way a student can still be looking a the problem and watching an example of how it is done at the same exact time. There are also many different mathematical procedures that take place, which makes this applet worth while for teachers and students. There are many different types of mathematical terms and procedures that are taking place through the thinking blocks. As a teacher, you can also create and print out examples that you think up. This can allow teachers to create problems that are created for the intent of actual students, who might need help in a particular mathematical area.

Classroom Characters Coach Students to Success Article

The article I read was, Classroom Characters Coach Students to Success, in the Teaching Children Mathematics magazine. This article discussed different ways to incorporate characters into the learning environment and have these characters be beneficial to the students. The article also discussed a 1-2-3 Time that seems to work with many different teachers. The 1-2-3 Time allows students to go to different stations that incorporate mathematical skills in 3 different ways. These different ways could include, but are not limited to: computer activities, reading and writing experiences, or instructional material.

The coaching aspect of the article, was a computer related character that was part of a mathematical program. This character would help encourage the student to continue to work and try different computations on a particular math problem. The math problems on the computer were relevant to what the students are learning and are at the appropriate level for the individual.

Math learning games are another way that allow students to have a hands-on experience with math and to get a better understanding for how something is meant to be. Math learning games allow the students to work in groups to create a solution that everyone can agree on. Math learning games also provide students with the ability to think outside of the box, they are able to formulate many different answers for one particular problem, but many answers could be correct.

Edwards, S., Maloy, R., and Anderson, G. (2010). Classroom characters coach students to success. Teaching children mathematics 16 (8), 342-348.

Dividing Fractions and Problem Solving Article

I read the article entitled, Dividing Fractions and Problem Solving, from the February issue of Mathematics Teaching In The Middle School. This article talked about many different ways to use fractions in the classroom and how to enforce the ways that fractions are used. There are many different ways to model fractions; one way is to use picture and another way is to use words. When using words to address fractions, the teacher needs to make sure that they are explaining what they are trying to get across to the students. Fractions can be stated in more than one way, and a teacher needs to make sure that they are explaining to their students the different ways these fractions can be stated and use them in the correct way. The teacher also reinforced the fractions by having the students create fraction circles that were of different values, but also different colors.

The article also talked about two different models that are used when talking about fractions. One model is the Measurement Model; in this model students are given an exact number that is going to be used in a problem, and they need to figure out the exact answer. Where as in the second model, the Partitive Model, the students are trying to determine how many groups of something can go into each group. Both of these models work with whole numbers, fractions, partial numbers, and remainders.

When using fractions and learning about them, I find it easier to work with something that is hands-on or visual. Many of the examples in the article refereed to different figures that had student work and examples of how they got to different answers. Fractions are sometimes a difficult concept to grasp, so teachers need to stick with it and help every student. Talking about the part-whole model allows students to see what fractions are doing and how they are used in the real world.

Cramer, K., Monson, D., Whitney, S., Leavitt, S., and Wyberg, T.(2009). Dividing fractions and problem solving. Mathematics teaching in the middle school 15(6), 338-346.

Problem Based Learning - Review of a Website

According to the website, listed below, problem based learning can come in many forms of communication to those learning it. Problem based learning in many respects can be based on real world experiences and real world issues that are talking place. This way students are more willing to learn what is being taught to them. Real world situations also make the students feel as though it is worth their wild to learn about it because it could be useful one day. In many respects, students are learning on their own with problem based learning, and only use the teachers help when they need it most. Some teachers are afraid to use problem based learning in their classrooms because the students would not be learning the tasks and skills needed for the future. With students working on their own, they are becoming more discipline and are more willing to try new things. Students are able to think outside of the box and implement ideas on how to solve a problem.

The article/website that I choose to use, didn't have many activities listed in it. But the activities that is does provide talk about how they used real world problems and examples with the students. This way the activities had meaning for the students and for the teacher. Everyone was able to participate in the activities and they developed new ways to create problems, by using the same objects and activities from before.

http://www.pbli.org/pbl/pbl.htm

Problem Based Learning - Sakai Link

There are many different types of learning styles, and these styles work differently for the students that are in classrooms. When it comes to problem based learning, the students are more in tune with what is being presented to them. Instead of looking to memorize facts about a subject, problem based learning provides students with the skills to make meaningful answers and discussions about a subject. Students also learn more social and developmental skills because they are thinking in a newer way that provides them more opportunities to talk and discuss a situation. Generally speaking, teachers divide the students up into groups of four or five and have them work on an assignment together. By working with other students, the students are able to collaborate and develop new ideas about how to work with a problem that is presented to them. When a teacher is teaching the class with problem based learning, the teacher should have the students help him/her create the problems that will be on the exam/test. This way the students know what they need to work on and what they need to work harder on. Problem based learning also provides students the opportunity to think outside of the box and come up with many different ways to answer any given question. This type of learning never leaves a student, but teachers don't use it in their classrooms at all times.

http://www.ntlf.com/html/pi/9812/pbl_1.htm