Download as PDF, PPTX
Uploaded byKyle Pearce
Integrating Technology for Student Learning IT Summit Keynote - Making Math Contextual, Visual and Concrete
The document discusses strategies for making math education more engaging by emphasizing contextual, visual, and concrete approaches. It highlights different types of student engagement and the need to balance various teaching methods, including technology and traditional techniques. Additionally, it mentions the importance of addressing diverse learning styles and the potential benefits of gamification in mathematics instruction.
More Related Content
Similar to Integrating Technology for Student Learning IT Summit Keynote - Making Math Contextual, Visual and Concrete
Integrating Technology for Student Learning IT Summit Keynote - Making Math Contextual, Visual and Concrete
- 1. Making Math Contextual, Visual,and Concrete @MathletePearcewww.tapintoteenminds.com
- 2. Making Math Contextual, Visual, andConcrete @MathletePearcewww.tapintoteenminds.com
- 3.
- 4.
- 6.
- 7.
- 8. @MathletePearcewww.tapintoteenminds.com ENGAGEMENT “There are severaltypes/categories of engagement – academic, cognitive, intellectual, institutional, emotional, behavioural, social, psychological, to name a few.” Parsons, J., & Taylor, L. (2011). Student Engagement: What do we know and what should we do? University Partners (pp 3). University of Alberta.
- 9.
- 10.
- 11.
- 12. @MathletePearcewww.tapintoteenminds.com 4. Homework 3. Examples 2.Definitions, Formulae, Procedures/Algorithms 1. Take Up Homework Math Class
- 15. Example 1 (a) Listall combinations of three out of the four colours: red, blue, white, and green.
- 16.
- 17. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Good at Math Not Good at Math
- 18. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Good at Memorization Not Good at Memorization
- 19. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Good at Memorization Not Good at Memorization
- 20. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Good at Memorization Not Good at Memorization Struggle with unfamiliar problems
- 21.
- 22.
- 23.
- 24.
- 25.
- 26.
- 27.
- 28. http://www.vancouversun.com/life/From+geek+chic/6296707/story.html Photograph by: MaggieWong @MathletePearcewww.tapintoteenminds.com
- 29.
- 30.
- 31.
- 32.
- 35.
- 36.
- 37.
- 38.
- 39.
- 40.
- 41.
- 42.
- 43.
- 44. NEWOLD PROGRESSIVETRADITIONAL ACTIVITYLECTURE INQUIRY BASEDDIRECT INSTRUCTION TECHNOLOGYPEN& PAPER MATH WARS @MathletePearcewww.tapintoteenminds.com
- 45. BALANCE NEWOLD PROGRESSIVETRADITIONAL ACTIVITYLECTURE INQUIRY BASEDDIRECT INSTRUCTION TECHNOLOGYPEN& PAPER @MathletePearcewww.tapintoteenminds.com
- 46. BALANCE NEW OLD PROGRESSIVE TRADITIONAL ACTIVITY LECTURE INQUIRY BASED DIRECT INSTRUCTION TECHNOLOGY PEN& PAPER @MathletePearcewww.tapintoteenminds.com
- 47.
- 48.
- 49.
- 50.
- 51.
- 52.
- 53.
- 54.
- 55.
- 56.
- 57.
- 58.
- 59.
- 60.
- 61. @MathletePearcewww.tapintoteenminds.com 2x - 4= 8Solve for x: + 4 + 4 2x = 12 2 2 x = 6
- 62.
- 63.
- 64.
- 65.
- 66.
- 67.
- 68.
- 69.
- 70.
- 71.
- 72.
- 73. @MathletePearcewww.tapintoteenminds.com 0 0 x -a +a = 00 xa a+ - b b + - +
- 74. @MathletePearcewww.tapintoteenminds.com 0 0 x -a +a -b +b =0 x aa+ - + 0 b b+ - c d + +
- 75. @MathletePearcewww.tapintoteenminds.com 0 0 -a +a -b +b x +c +d 0 x aa = 0 b b c d+ - + + - + +
- 76. @MathletePearcewww.tapintoteenminds.com 0 0 -a +a -b +b x +c +d 0 x aa = 0 b b c d+ - + + - + +
- 77. @MathletePearcewww.tapintoteenminds.com -a +a -b +b x x a a= b b c d- + - + + +c +d +0 +
- 78. +c +d @MathletePearcewww.tapintoteenminds.com -a+a -b +b x x aa =b b c d-+ - + + 0 0
- 79. +c +d @MathletePearcewww.tapintoteenminds.com -a+a -b+b x x aa =bb c d-+ - + + 0 0 0 0
- 80.
- 81.
- 82.
- 83.
- 84. How many cookiesdid Cookie Monster eat? @gfletchygfletchy.com
- 85.
- 90. 3 Act MathTasks iTunes U kylep.ca/curiousmath1p @MathletePearcewww.tapintoteenminds.com
- 93.
- 95.
- 96.
- 99. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Struggle with unfamiliar problems Good at Math Not Good at Math
- 100. @MathletePearcewww.tapintoteenminds.com Two Groups ofStudents Good at Math Not Good at Math Struggle with unfamiliar problems
- 101.
- 102.
- 103.
- 104.
- 105.
- 106.
- 107.
- 108.
- 109.
- 110.
- 111. Making Math Contextual, Visual,and Concrete @MathletePearcewww.tapintoteenminds.com
- 112. Making Math Contextual, Visual,and Concrete tapintoteenminds.com/it4sl @MathletePearcewww.tapintoteenminds.com