Technology-Based Math Curriculumwith Real-World Applications

Dr. Beth BosDr. Joey OfferMina Benjamin

Texas State UniversityCAMT 2008

Common Theoretical Themes •Real-World Problems•Group Work•Safe Environment•Practice

Common Theoretical Theme: Real-World Problems

•increase intrinsic motivation•increase recall and transfer skills

Common Theoretical Theme: Real-World Problems

•students see relevance and builds on foundation of prior knowledge•provides for natural dialogue•estimate reasonableness of solutions

Common Theoretical Theme: Group Work

•models student collaboration•students can work in small groups

Common Theoretical Theme: Group Work

•allow students to share their ideas and strategies•provide feedback

Common Theoretical Theme: Safe Environment

Students have the opportunity to work through problems and receive feedback without concerns about their ability.

Common Theoretical Theme: Safe Environment

•flashy graphics are nice, but a short-term hook•real value is in that technology allows students to try and they can be wrong without negative feedback

Common Theoretical Theme: Practice

Different opportunities for practice: •Open-ended (guided and teacher graded)•Unlimited•Multiple-choice format (including TAKS-like questions)

Common Theoretical Theme: Practice

Example: Unlimited Practice

Theory Into Practice: Real World Problems

Are they relevant to our students?

Theory Into Practice: Group Work

Are there teacher support materials in the curriculum?

Theory Into Practice: Safe Environment

How do we keep it “safe,” but provide enough structure?

Theory Into Practice: Practice

How do we provide adequate feedback online in a reasonable amount of time?

Other Findings:

Quasi-Experimental Design

Population: 9 teachers, 4 schools, 4 groups (treatment LEAP, treatment non-LEAP, Control non-LEAP)

Other Findings

Our data shows enrollment in LEAP, a gifted and talented Our data shows enrollment in LEAP, a gifted and talented program, has a significant effect on performance on the test of program, has a significant effect on performance on the test of everyday reasoning, deductive reasoning, and one’s ability to everyday reasoning, deductive reasoning, and one’s ability to make inferences.make inferences.

Other Findings

The means for the Tests show a notable difference.The means for the Tests show a notable difference.

Test of Everyday Reasoning

Analyze Test Sub-Score at Time TwoAnalyze Test Sub-Score at Time Two

Conclusion

Teachers have to be ready for transition from theory to practice and administration must support the teachers.