A significant component of my job as a Grade 6/7 teacher is spent explaining the various nuances of different mathematics problems when practicing new concepts, but how do students fare when someone with “expert” (I loosely use that term) knowledge is not around to answer their questions and support them? Unless the student has another individual who can support them at home, the work remains unfinished and frustrating until the student returns to the classroom the next day when we often have to move on to the next, scaffolded concept.
I have often wondered if there are alternatives to support at-home mathematics development that can provide problem-specific feedback beyond trying to find similar instructional videos through sites such as Khan Academy and in my research, I came across Photomath.
Photomath is a mobile device application that allows users to either input or snap a photo of the mathematics problem they are stuck working on and receive step-by-step instructions on how to solve the problem. The application also will provide a rationale, show animated demonstrations, and explain helpful terminology. Photomath is a free application, but does offer tiers of subscription that allow access to premium features. Photomath also includes a scientific calculator built into the application.
In my view, Photomath has several immediate benefits. The first is that students are able to access math support wherever and whenever it is most helpful to them, providing an “expert” resource outside of the physical classroom setting. The application could also be beneficial within a classroom setting, allowing for more than one student to receive support simultaneously. The application also gives students agency by giving them the means to solve their own roadblocks, increasing self-confidence and reducing frustration from being stuck on a concept.
The ability to solve every math question that a student comes across without needing to actually be able to understand the concept does give me pause, Would students be able to resist the temptation to let the application do the thinking, or does Photomath simply offer a supportive tool? Can you think of any other immediate limitations of integrating this mobile education technology?
Hi Braden:
I think I’ve come across another post from a fellow classmate about photo math before with the same reservations if students will settle with the answer and not fully grasp it. I don’t think a student can hide the fact that this was their process. For example, if they’re acing homework but bombing tests or in class assignments, you can assume what is happening whether it is the app or another adult supporting them. Here in Ontario, we have a document called “Growing Success: Learning for All” (Ministry of Education, 2013). This document holds educator responsible to assuring multiple means of assessing students (interviews, hands on application, testing, assignments, observations, etc). So in terms of marking and transparent communication, we would have to have these conversation with students because it’ll be important to build independent and self-motivated learning behaviours. This isn’t something that occurs naturally for all, the nurture or experience is what helps develop these behaviours.
As for the app, I see the value in exposing them to the answers and overtime, we hope they understand it. This application reMinds me of my days in school where I would flip to the back of the textbook to find the answer and try all the equations until my answer matches the textbook. Though I feared my answer to the one found in the textbook, some problem solving did have to occur.
Thanks for sharing, Braden. Good observations about the problems students might face in the absence of a teacher who can explain mathematical concepts they haven’t mastered yet. It reminded me of being a teenager and having a private tutor coming home to help me with mathematics. This is certainly a more accessible, convenient, flexible, and less costly way of scaffolding students. I think it is great that it provides instant feedback which usually motivates students and aids learning. The animations and rest of the features really give it a feel of someone being there with you. I wonder how solutions like this will evolve with the advancement of AI and personalized learning and what are the implications for private tutors. This is a good example of the debate about AI replacing some forms of human labour.
Thank you for sharing this, Braden! I too am a math teacher, however, at the grade 8 level. I have never taught math up until this year and I could use this for class too! I have a couple of students who get discouraged that they are unable to complete the math work at home and like you said, come back to a time where we have already moved on.
I believe you pointed out the main limitation of this device, that students want the answer and ultimately be done their work. I believe if there were parameters set out to only allow the app after the student has attempted the question, then this could work effectively. I also think that a section of the worksheet could include a checkbox to whether they did it independently, with a parent/person from home, or using this app. This would show you how proficient they are at the concept.