Blog in Mathematics and Physics Classes
I started using blog since 2010. I have used both WordPress and blogger with my Physics and Mathematics students. But sadly since this semester, I have not used blogging with my students. I realized that whenever I used blogging with my mathematics students for the first time, they infrequently blogged. They only post comments and engage in the provided online conversation whenever there is a grade assigned to the online participations. In addition, I realized that the shy students communicate in online conversation more than face to face.
The use of blogging in a class is very beneficial to both teachers and students. I was amazed of the effectiveness of blog on students when I was introduced to it in 2010. I found out that blogs:
- Entice children who are shy;
- Enhance literacy skills especially mathematics students;
- Support learning of difficult concepts since all students are able to share their views on a particular concept;
- Enable teachers to complete a course in the given duration;
- Provide easy access to vital information on a particular topic;
- Promote constructivism.
- Provide an avenue for students express their views and revise for a test or examination.
In the coming semester I intend to use WordPress in a blended approach to teach my classes.
Posted in: Uncategorized
bcourey 2:25 am on October 19, 2011 Permalink | Log in to Reply
I wonder if others who blog in the classroom have some suggestions about getting greater participation?
jenaca 4:09 am on October 19, 2011 Permalink | Log in to Reply
I have also found that blogs can help students and even adults feel more comfortable than replying face-to-face and that they feel more confident in their writing skills.
I too am also curious as to how we can create a greater participation rate amongst the students…
jarvise 12:47 pm on October 19, 2011 Permalink | Log in to Reply
Hi Conroy,
I totally agree that this works great to get kids writing about math. Its amazing how often I’m trying to get kids to write a response to a math prompt, and their answer is, “I know how to do it, but I don’t know how to say it.” Getting them to the point of being able to ‘say it’ – enhanced with other content if they wish – takes them to that next conceptual level.
Emily
hall 3:45 am on October 20, 2011 Permalink | Log in to Reply
Hi Emily
I think the blog helps students express themselves more explicitly. I have being teaching adults math for the past ten years and realized that they behave just as kid in terms of their responses to the explanation of mathematics concepts.
Karen Jones 5:55 pm on October 19, 2011 Permalink | Log in to Reply
Hi Conroy,
Getting students to participate is a tough sell especially with more theory-based content, isn’t it? Having to impose structure in the way of marks, and templates in the way of required responses is necessary to get all to participate, but lacks spontaneity. So do students get better at blogging, or do they rebel when it’s used regularly? From my experience in science, most of them prefer an “easy” way out, which often means objective closed-ended assignments. Your thoughts?
hall 4:05 am on October 20, 2011 Permalink | Log in to Reply
Hi Karen
I agree with you that “having to impose structure in the way of marks, and templates in the way of required responses is necessary to get all to participate, but lacks spontaneity”. But mathematics students in my country do not like to write and read which is common across all age. I have found that students will get very good grade son the mathematics courses that involve many calculations rather than those that involve explanation. For example, my mathematics students always performed poorly on Applied Mathematics examination rather than Linear Algebra because of the number of worded questions. In both math and physics I found that most students prefer most of them prefer an “easy” way out, which often means objective closed-ended assignments. I also agree with you on this point.