Question: In your inquiry e-folio, write a brief description of the Jasper series highlighting your impressions of the series. Try to suspend judgment and consider instead what questions this TELE raises for you as an instructor and what questions the series raises for you as a potential TELE designer. Aim to focus your inquiries in the PCK realm.

“The Adventures of Jasper Woodbury” are a series of four problem-solving videodisc adventure stories that supports mathematics by connecting it to other subjects and the real world. These videos aim to improve critical thinking and problem solving skills as students work collaboratively to solve each activity. The information needed to solve the problem is weaved throughout the story, engaging students to follow along and help solve the problem. The goal of the Jasper series was to “use the engaging power of video to create an active instead of a passive learning environment, and to determine if the use of video improves a student’s ability to solve complex problems” (The Arithmetic Teacher, 1993). Some of the curricular competencies covered include using logic to solve puzzles, use reasoning to explore and analyze mathematical ideas, demonstrate and apply math strategies, and using mathematical vocabulary and language to contribute to mathematical discussions.

This series uses mathematical concepts through role-play to encourage students to work collaboratively to solve and develop a deeper understanding. I can see students feeling safe to take risks in small groups and share their ideas. What I like about this idea is that math becomes active, rather than passive, and students are engaged in the learning. I can also see students making connections to the world outside of the classroom and seeing the relevance and importance of what they’re learning.

The questions this TELE raised for me as a teacher are:

• How do students who are English Language Learners participate?
• Would I group students or let students group themselves?
• If students find the questions challenging, and the concepts are not in their zone of proximal development, how do I best support their learning needs during the videos?
• Would I use Jasper stories once a week in math, or once a month?
• How do I assess the learning of each student?
• Would I facilitate or actively help and support?

The questions this TELE raised for me as a designer are:

• Would the videos work best if each group had one iPad or watched whole class?
• How to avoid off-task behaviour or boredom?
• Should the teacher walk through one episode together as a class to model problem-solving examples?

Reflection:

In my personal experience, many students in primary school have already developed pre-existing beliefs that math is too hard, or that they aren’t “good” at math. I believe how a teacher presents math can change a student’s outlook. “The data indicate that millions of people are erroneously discouraged from studying mathematics and science because of false assumptions about who has the ability to master these subjects. These assumptions become self-fulfilling expectations” (Drew, 2011). The Jasper series responds to this issue by removing the transmission of facts from the teacher to the student, and rather promoting engaging context, and deep-learning opportunities for students to develop their understanding.

PCK includes a fusion of knowledge about pedagogy, content, and pedagogical knowledge, with the addition of specialized knowledge. TPACK extends further by including a specialized knowledge of technology, and how it can provide opportunities for deeper learning and enhanced learning communities. With the Jasper series, to ensure students understand the concepts presented and working through to solve the problem successfully, the teacher would need to have a strong knowledge of the mathematical content. Shulman’s view on the role of the teacher demonstrated that there was a greater need than competence in subject matter and knowledge from the teacher, but rather providing a learning environment where students take ownership over their learning. “Teaching necessarily begins with a teacher’s understanding of what is to be learned and how it is to be taught. It proceeds through a series of activities during which the students are provided specific instruction and opportunities for learning, though the learning itself ultimately remains the responsibility of the student” (Shulman, 1987). I think the Jasper Series is a good example of providing specific instruction through a series of activities.

The Jasper Series is also an example of anchored instruction and constructivist learning. Students are introduced to the problem, promoting engagement and setting the stage for the problem the learners will need to solve. The students take ownership of their learning by working together collaboratively to solve. The students are responsible to share their ideas with the whole group. Students have the opportunity to research and inquire about different ideas presented. The learners use problem-solving skills, such as finding a way to solve the problem and then working as a team to solve and explain. Students will be able to point out different mathematical concepts as they work through them (geometry, algebra, decimals, etc.) The Jasper series is an effective example of anchored instruction.

References:

Drew, D. E. (2011). STEM the tide : Reforming science, technology, engineering, and math education in america Johns Hopkins University Press.

THE JASPER EXPERIMENT: USING VIDEO TO FURNISH REAL-WORLD PROBLEM-SOLVING CONTEXTS: The Cognition and Technology Group at Vanderbilt University. (1993). The Arithmetic Teacher, 40(8), 474-478. Retrieved from http://www.jstor.org.ezproxy.library.ubc.ca/stable/41195446

Shulman, L.S. (1987). Knowledge and teaching. The foundations of a new reform. Harvard Educational Review, 57(1)1-23.