Expedition Atlantis

Expedition Atlantis

Using the engaging nature of robotics exploration to teach students

skills in proportional reasoning

Session Overview

• the intention of Expedition Atlantis• how to implement • what is involved in research participation• Q & A remaining uncertainties• successive scheduling

Who cares about proportional reasoning?

This is not a curricular deviation.

What the week will look like

Day 1

• Introduce the game purpose of the game. What is Proportional Reasoning? (5 min, see page 6)

• Game play (20-25 min)

• Group discussion (10-15 min, see page 11)

• Student complete three Robot Movement Abstraction Bridge Problems, pages 35 - 37 (possibly homework)

Introducing the game

• Method 1: Introduction with Smartboard– modeling play

• Method 2: Introduction after exploration– students attempt play first

• Method 3: Introduction via direct instruction– intention is transparent and contextualized

Group Discussions – pages 11-12

Day One Worksheets

Day 2

• Review 3 Robot Movement problems (5-10 min)

• Gameplay (30-35 min)

• Students complete A New Robot word problems (possibly homework).

Day Two Worksheets

Day 3

• Review A New Robot word problems from Day 2 (5-10 min)

• Gameplay (30-35 min)• Students complete Going on A Trip word

problems (possibly homework).

Day Three Worksheets

Day 4• Review Going on a Trip word problems from

Day 2 (5-10 min)• Gameplay (30-35 min)• Assign Students Extension Activities word

problems (possibly homework).

Extension Activity Word Problems

Day 5

• Review Extension Activity word problems from Day 4 *This is another important opportunity to help

students see the connection (abstraction bridge) between the proportional reasoning in the game and these problems.

• Assess students’ understanding of applicable mathematics

Participating in our research

• pre- and post-tests • classroom visits– observations – quick individual/small group questioning of

students– discussions with teachers about successes and/or

how implementation might be modified subsequently

• student game data

Observation checklist

Brief interviews with students

• What do you not enjoy today, or about the program in general?

• Do you use hints? – Are they helpful?

• Were you ever unsure of what to do? When? – How did you figure out what to do?

• Do you feel the program is getting easier or more difficult as you progress?– (If more difficult) Is that more fun or more frustrating?

Testing• Students identified only by their log-in IDs• Example questions:

1. The pizza shop advertises that 3 pizzas will serve about 10 people. How much pizza should I buy if there will be 50 people at my party? Make sure to explain your thinking.

2. Ann and Kathy each bought the same kind of bubble gum at the same store. Ann bought two pieces of gum for six cents. If Kathy bought eight pieces of gum, how much did she pay? Make sure to explain your thinking.

• Students self-report their demographics, interests, etc. during pre-test.

Discussion

Scheduling