technology in mathematics –key learning from research & practice dr. pamela j. buffington...
TRANSCRIPT
Technology in Mathematics –Key Learning from Research & Practice
Dr. Pamela J. Buffington
Education Development Centermaine.edc.orgedc.org
Technology in MathematicsKey Learning from Research & Practice
Technology in Mathematics –Key Learning from Research & Practice
Session Goals
• Increase knowledge of research specific to using interactive technologies for mathematics learning and teaching
• Increase awareness of targeted technology tools & strategies for mathematics learning and teaching
Technology in Mathematics –Key Learning from Research & Practice
Overview• Foundational Research Background• Research Based Benefits• Maine Studies & Research Based Professional
Learning Projects• Ways Technology Can Support Mathematics
Learning• Examples of Research Based Use of Tools
Technology in Mathematics –Key Learning from Research & Practice
Overview of ResearchInteractive Technologies Provide Benefits to Mathematics Learning & Teaching When:
• Technologies Specific & Appropriate to Mathematics
• Systematically Integrated into Classroom Practice• Supported by Sustained Professional
Learning (Ongoing, Embedded, Immersion)• Part of an Integrated System
(Heid & Blume, 2008)
Technology in Mathematics –Key Learning from Research & Practice
Research Based Benefits• Increased Conceptual Understanding
representing, generalizing, abstracting, modeling, working with symbols
• Better Problem Solving• More Engagement, Broader Participation• Increased Interactivity• Immediate Feedback to Learners/Teachers• Access to More Important & Deeper Mathematical
Thinking
(Bransford, Brophy, & Williams, 2000; Heid & Blume, 2008; Kaput, 1992, 1994; Roschelle, Pea, Hoadley, Gordin & Means, 2000)
Technology in Mathematics –Key Learning from Research & Practice
Ways Technology Can Support Mathematics Learning
• By Enabling Dynamic Representation and Interaction with Mathematical Concepts & Ideas
• By Supporting Formative Assessment Practices
• By Supporting Shared Analysis & Discussion of Mathematical Thinking & Approaches (Student Work)
• By Enhancing Student and Teacher Collaboration
Technology in Mathematics –Key Learning from Research & Practice
Maine Studies & Projects• Maine Impact Study of Technology in Mathematics
(MISTM) USDOE 2004-2008
• Access to Algebra Using Interactive Technologies (Access IT - ME MSP) 2008-2009
• Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) 2008-2009
• OER in Mathematics Professional Development Project (ARRA Grant) 2010-2011
• Maine Learning Technology Initiative – Mathematics PD Support 2002-2014
Technology in Mathematics –Key Learning from Research & Practice
MISTM
• Maine Impact Study of Technology in Mathematics (MISTM) 2004-2008 Funded by the U.S. Department of Education Office of elementary Secondary Education School support and Technology Program(#5318A03005)
• Randomized Control Trial– Delayed Treatment
• 2 Years – Ongoing, Embedded Professional Development
• Lowest Performing Middle Schools
Technology in Mathematics –Key Learning from Research & Practice
MISTM
• Research QuestionCan middle school mathematics test scores be improved by providing high quality, technology-infused professional development to middle school mathematics teachers in rural districts?
• A1 – Numbers and Operations, which includes Numbers and Number Sense, and Computation.
• G1/K2 – Patterns, which includes patterns, relations & functions, algebra concepts, and mathematical communication.
•
Technology in Mathematics –Key Learning from Research & Practice
10
Randomized Control Group Design
ExperimentalGroup
ControlGroup
Receive ProfessionalDevelopment
Receive No PD
Impact on Student Mathematics Performance
Qualifying Rural Schools
Technology in Mathematics –Key Learning from Research & Practice
11
Logic Model for MISTM Research
Pre-Treatment:
Teachers’ math content knowledge
Teachers’ math pedagogical skills and practices
Teachers’ technology integration knowledge and skills
Teachers’ general and mathematics efficacy beliefs
Teachers’ background and experience
PD Intervention:
Teacher professional development in math content and pedagogy using applets and delivered through:
·Face-to-face workshops
·Online workshops
·Peer coaching and mentoring
·Site visits
Process Outcomes:
Teachers’ math content knowledge
Teachers’ pedagogical and technology integration knowledge and skills
Teachers’ mathematics instructional practices especially using technology
Teachers’ teaching beliefs
Achievement Outcomes:
Higher math test scores for students
Technology in Mathematics –Key Learning from Research & Practice
12
Professional Development Intervention• Content Knowledge- Deepen teacher content knowledge in targeted areas
• Pedagogy- Improve teacher pedagogical practice in technology infused mathematics
classrooms• Technology Integration- Develop and apply strategies that support the integration of technology for
the teaching, learning and assessment of mathematics• Professional Learning Community- Engage teachers in meaningful interaction and dialogue about
mathematics through face-to-face and online environments• A multi-faceted two-year program which included:- Face-to-Face Activities (60 hours)- Online Learning Component (100 hours)- Peer Coaching/Staff Mentoring/Site Visits (48 hours)- 208 hours total over two years
Technology in Mathematics –Key Learning from Research & Practice
MISTM Website
http://www2.edc.org/mistm/product/default.html
Technology in Mathematics –Key Learning from Research & Practice
Critical Aspects of PD
Suite of tools• Interactive, flexible,
open
• Linked representation
• Graphs, expressions, tables, sliders
Technology in Mathematics –Key Learning from Research & Practice
Desmos Graphing Calculator
• Graphing calculator: in-browser, interactive, free, connected to global community of users, numerous support resources provided, free iPad app- Desmos Website https://www.desmos.com- Modeling Example Demo Teacher- Graphing Simulation Carnival
Technology in Mathematics –Key Learning from Research & Practice
Formative Assessment
• Immediate Feedback from the Interactive Tool - Applets
• Online Tools that Provide Feedback, Summary – That Quiz / Google Forms
• Screencasting Software – Student Explanation (Making & Sharing)
Technology in Mathematics –Key Learning from Research & Practice
Explain Everything (iPad)
Technology in Mathematics –Key Learning from Research & Practice
18
Results Summary
Research Question: Can middle school mathematics test scores be improved by providing high quality, technology-infused professional development to middle school mathematics teachers in rural districts?
Answer: Qualified “yes”
Technology in Mathematics –Key Learning from Research & Practice
19
Results SummaryWhen teachers actively participated in the PD
intervention activities for two years, their content knowledge increased as did their use of technology in teaching mathematics.
Student knowledge of mathematics patterns and relationships did increase (G1/K2), but knowledge of numbers and operations (A1) did not.
Technology in Mathematics –Key Learning from Research & Practice
20
Reflections / Next Steps
“Of all the topics in the school curriculum, fractions, ratios, and proportions arguably hold the distinction of being the most protracted in terms of development, the most difficult to teach, the most mathematically complex, the most cognitively challenging, the most essential to success in higher mathematics and science, and one of the most compelling research sites”
(Lamon, 2007, p. 629).
Technology in Mathematics –Key Learning from Research & Practice
21
Reflections / Next Steps
Teachers need more explicit strategies and tools to develop student’s conceptual understanding and target misconceptions in rational number concepts
Student’s also have research-based misconceptions in early algebra that need to be explicitly targeted.
Technology in Mathematics –Key Learning from Research & Practice
22
Next Steps
Build upon the potential of technology to provide multiple forms of immediate feedback
Enhance Formative Assessment Practices
Explicitly Target Research Based Student Misconceptions
Technology in Mathematics –Key Learning from Research & Practice
Maine Studies• Access to Algebra Using Interactive Technologies
(Access IT - ME MSP) 2008-2009
• Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) 2008-2009
• Use of Formative Assessment
• Targeted Use of Interactive Applets Aligned with Misconceptions
• 2 Years – Ongoing, Embedded PD
• Middle School /High School
Technology in Mathematics –Key Learning from Research & Practice
RBAMM/ACCESS IT
Technology in Mathematics –Key Learning from Research & Practice
RBAMM/ACCESS IT
Technology in Mathematics –Key Learning from Research & Practice
Rational Number
Students overgeneralize from whole number understandings
Need to explicitly confront misconceptions
Technology in Mathematics –Key Learning from Research & Practice
Rational Number
Technology in Mathematics –Key Learning from Research & Practice
Equivalent Expressions
http://maine.edc.org/file.php/1/tools/EquivExprDistribProp2.html
Technology in Mathematics –Key Learning from Research & Practice
Findings• Increased Awareness of Student
Misconceptions & Targeted Intervention Tools (Applets)
• Increased Use of Formative Assessment Practices
• Increases in Student Learning in Targeted Content
Technology in Mathematics –Key Learning from Research & Practice
Maine Studies
• OER in Math Professional Development Project 2010-2011 Funded by the ME Department of Education
• Use of Open Educational Resources
• 2 Years – Ongoing, Embedded Professional Development
• MS/HS
• Focus on Formative Assessment
Technology in Mathematics –Key Learning from Research & Practice
Logic Model
Technology in Mathematics –Key Learning from Research & Practice
Critical Features
• Use of Open Educational Resources- GeoGebra (GeoGebraTube)
• Heavy Focus on Formative Assessment Practices (Student Role, Pre/Post )
•
• Focus on Formative Assessment
• Involved Local Teacher Leaders in Resource Development / Capacity Building
Technology in Mathematics –Key Learning from Research & Practice
TPACK For Mathematics
• Make TPACK explicit Creation & use of video, screencasts, and shared products
• Create ongoing PLC s• Involve students in the
formative assessment process
Technology in Mathematics –Key Learning from Research & Practice
Findings
• Increased and sustained student achievement in targeted topics
• Increased teacher knowledge of student misconceptions, increased frequency of use of formative assessment strategies, increased use of technology to support a cycle of inquiry, increased competency with integration strategies (esp for development group
"Culture eats strategy for breakfast" – Peter Drucker•
Technology in Mathematics –Key Learning from Research & Practice
Findings
• Increased and sustained student achievement• Enhanced culture of learning
"Culture eats strategy for breakfast" – Peter Drucker•
Technology in Mathematics –Key Learning from Research & Practice
Non Routine Problems