The technology that I feel I could use right away in my math classes is the WebQuest-"an inquiry-oriented activity in which most or all of the information used by students is online." An important aspect of using the WebQuest in the learning and understanding of mathematics, in my opinion, is that it can be used as a warm-up activity at the beginning of a math class, as an introductory to a new lesson, as a reinforcement tool, and/or as a review before an assessment.
Similar to several other disciplines, the study of mathematics builds on previous knowledge and understandings. A warm-up or introductory WebQuest could incorporate concepts that were covered in the previous lessons and encourage students to "stretch their thinking" and/or "make further connections." This will allow students to develop a deeper understanding of the mathematics they are learning, and at the same time, prepare them to be ready for constructing knowledge on the new concepts that they will be introduced to in the lesson. Reinforcements and assessments are two significant aspects in the student of mathematics at the high school level. WebQuests that are designed well can provide students with an efficient and effective means to review and develop mastery of the content and concepts that they are learning.
Algebra is defined by many as the study of patterns. Theses patterns come in varying degrees of complexities, starting with basic Linear functions, going on to Quadratic functions, then extending further to Exponential, Rational, Trigonometric, Circular and other types of functions. Understanding the basic concept of this takes time and regular spiraling of the ideas and mathematics involved while teaching and learning. Using a WebQuest can allow teachers to emphasize the connections between the lesson/concepts being covered on a specific day and the "bigger picture." For instance, in a WebQuest to introduce quadratic functions, there can be an activity/task embedded on the relationship (even basic differences and similarities) between linear and quadratic functions. It can be further connected to the understanding of what functions are. WebQuests also provides the means to deliver content in a different platform which may be exciting to students. The key, though, is that the WebQuest has to be well-planned with clear goals in mind.
Most of the teaching and learning technologies used today can be incorporated in the studying of mathematics. Wikis, Educational Blogs, Learning Management Systems, Podcasts/Videocasts are all valuable technologies. It must, however, be well-designed to be effective and time-efficient. The technologies that might be harder to use with my high school students would be an Electronic Portfolio and Interactive Discussions between Students. With mathematics, using technology can be tricky and somewhat challenging because of the limited mathematical notations and representations available in the commonly-used technologies today. Students would need to download specific mathematics software if they want their equations, graphs, tables, and other mathematical symbols to be appropriately represented. Moreover, many of these softwares are somewhat complicated to use. To allow for deeper levels of technology usage in the study of high school mathematics, it is crucial for teachers and students to receive training not only on the web technologies, but also on the mathematics softwares that need to be used.
Similar to several other disciplines, the study of mathematics builds on previous knowledge and understandings. A warm-up or introductory WebQuest could incorporate concepts that were covered in the previous lessons and encourage students to "stretch their thinking" and/or "make further connections." This will allow students to develop a deeper understanding of the mathematics they are learning, and at the same time, prepare them to be ready for constructing knowledge on the new concepts that they will be introduced to in the lesson. Reinforcements and assessments are two significant aspects in the student of mathematics at the high school level. WebQuests that are designed well can provide students with an efficient and effective means to review and develop mastery of the content and concepts that they are learning.
Algebra is defined by many as the study of patterns. Theses patterns come in varying degrees of complexities, starting with basic Linear functions, going on to Quadratic functions, then extending further to Exponential, Rational, Trigonometric, Circular and other types of functions. Understanding the basic concept of this takes time and regular spiraling of the ideas and mathematics involved while teaching and learning. Using a WebQuest can allow teachers to emphasize the connections between the lesson/concepts being covered on a specific day and the "bigger picture." For instance, in a WebQuest to introduce quadratic functions, there can be an activity/task embedded on the relationship (even basic differences and similarities) between linear and quadratic functions. It can be further connected to the understanding of what functions are. WebQuests also provides the means to deliver content in a different platform which may be exciting to students. The key, though, is that the WebQuest has to be well-planned with clear goals in mind.
Most of the teaching and learning technologies used today can be incorporated in the studying of mathematics. Wikis, Educational Blogs, Learning Management Systems, Podcasts/Videocasts are all valuable technologies. It must, however, be well-designed to be effective and time-efficient. The technologies that might be harder to use with my high school students would be an Electronic Portfolio and Interactive Discussions between Students. With mathematics, using technology can be tricky and somewhat challenging because of the limited mathematical notations and representations available in the commonly-used technologies today. Students would need to download specific mathematics software if they want their equations, graphs, tables, and other mathematical symbols to be appropriately represented. Moreover, many of these softwares are somewhat complicated to use. To allow for deeper levels of technology usage in the study of high school mathematics, it is crucial for teachers and students to receive training not only on the web technologies, but also on the mathematics softwares that need to be used.
