Digital Photgraphy and Math

Digital Photography

"When students take the pictures and actively use them for purposeful knowledge, you have a dynamic combination for

engagement and active learning." (McAnear, 2004, p.4)

2 Great Reasons1. The possibilities are only limited by

your creativity.

2. Students find it incredibly motivating.

Framework• In the May, 2004 issue of Learning

and Leading with Technology, Glen Bull and Ann Thompson provide readers with a four-step framework for the use of digital images across all content areas.

Step 1: Acquire• Where does one find digital images to

use in the classroom?

• The NCTM theme standard Connections states that students should be able to connect mathematical concepts to the outside world.

• Digital cameras can get students out of the classroom and into their environment to capture real-world examples of mathematical concepts.

Acquire--Example• Most common example is having

students find geometric concepts around the school grounds

• Students can easily find examples of parallel lines (sidewalk cracks, power lines), right angles (bricks on a wall), shapes, geometric solids, and on and on.

Step 2 Analyze• Use of images can involve many

kinds of analysis on the part of the student. Our goal is to get them to see mathematical concepts in real-world images.

• One of the best ways is to use a photo as the basis for a writing prompt and have students solve the problem.

Analyze--Example• What would the word HOT look like after

being rotated 180°?• What would it look like after being rotated

270°?• What would it look like after being

reflected across a vertical line just to its right?

• What would it look like after being reflected across a horizontal line below it?

Step 3: Create• Educational activities often involve

products. Many technologies make it easy to incorporate digital images.

• Students can make slide shows, blogs, posters, class books, art projects, etc.

Step 4• Products are not always meant to be

read only by a teacher, but also to be communicated to a larger audience.

Example 1: Multiplication• If there are nine small squares in one

tile, how many squares will there be in 5 tiles?

Example 2: Subtraction• How many MORE black and white

fish are there than orange fish?

Example 3: Measurement• Measure and photograph each

student during the first and last week of school.

• Compare data.

Example 4: Fractions• What fraction of the candy canes are

NOT red?

Discussion• Gather with the other people in the

class who teach at your same grade-level.

• Brainstorm ideas for using digital photos in each of NCTM’s content standards.

• Make sure and tie each activity to your core curriculum.

Think About It…• What math questions could you bring

out about this photo?

Other Ideas for Using Photos• Illustrate steps in a process

• Photograph favorite foods and then graph

• Permutations

• Identify patterns in nature

• Illustrated dictionaries of math terms

NCTM Content Standards• Number & Operations

• Algebra (think patterns & functions)

• Geometry

• Measurement

• Data Analysis & Probability

Your Assignment• Take a digital photo that can be tied

to your math core.

• Remember the steps:

1. Acquire the photo.

2. Analyze the photo for its math connections.

3. Create the product.

4. Communicate (by turning it in to me!)

Example Assignment:

Wait!!! I don’t have a digital camera!!!

Never fear, there’s an alternative.

Alternative Assignment• Create another technology lesson

plan using the form you did this morning.