Feb
9
Jasper Series – A Real Life Connection to Math?
Posted by: flick | February 9, 2012 | Leave a Comment
The instructions for this post included the warning that we try to suspend judgement in regards to the Jasper series. At first glance any hands on, project based, problem solving, math teacher is enthralled and feels his or her pulse quicken. Ah Jasper. Wouldst I have known of you when my daily interactions with eleven and twelve year olds occurred in the math classroom.
The Jasper series is comprised of a number of adventures. Each adventure is anchored in a story and problem. It is hoped that through investigation of a problem, students will work cooperatively and constructively to apply mathematical concepts to create possible solutions to the problems. Appealing to students is the media used to present the problems. Video storytelling sets the scene and the conditions. No text based contrived problems here. Also encouraging to educators is the inclusion of African American, Indigenous Peoples, and people with special needs. Students can see their faces reflected in the characters of whom the scenarios revolve.
As an instructor I wonder:
•Which of these videos can I employ to meet curricular outcomes?
•What key understandings and background knowledge must students have to be successful?
•Do these activities differentiate allow for differentiation so that I can meet the needs of all learners?
•Do these activities have both opportunities for individual and social process?
•Given all the learning outcomes that I must cover in a year, do I have the time to do so using this series?
As a potential TELE designer I wonder:
•Do I have the reliable technology to present the videos?
•What technology might my students employ in their investigations?
•What demonstrations of understanding might I expect and what technologies might that employ?
•How might I be supported in my understanding of the concepts investigated in this series?
•Is there a professional community in which I can collaborate that is using this series?
•Will my students be able to apply their understandings to creating and/or successfully investigating other problems?
•How/can my students take this learning outside of the classroom?
