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Recent Posts
- A Reflective Analysis of Teaching with Technology: The Intersection of Theory and Practice
- Immersive Mathematics Learning: Info Vis Using GeoGebra’s Augmented Reality
- Embodied Learning: Analyzing Immersive Technology Options
- From Plato to Graphing Calculators: The Return of the Body in Mathematics Education
- Informal and Formal Settings: Mobilizing Knowledge with IT Tools
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Author Archives: bhalland
A Reflective Analysis of Teaching with Technology: The Intersection of Theory and Practice
My reflections on this course begin with recollecting my original motivations and professional context. I took this course to learn more about integrating technology into my math courses and better support student learning. I like learning new ideas and techniques … Continue reading
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Immersive Mathematics Learning: Info Vis Using GeoGebra’s Augmented Reality
THE RESEARCH IS IMPRESSIVE! GeoGebra, a free and versatile dynamic mathematics software program, has expanded as an Augmented Reality (AR) tool (Kronk, 2018). There are many benefits to AR Technology. Tomaschko and Hohenwarter (2019) cite Bower et al. (2014), Dunleavy & … Continue reading
Posted in Module C
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Embodied Learning: Analyzing Immersive Technology Options
Compare and contrast learning with two (or more) different tools. Include specific examples. Virtual learning realities expand opportunities and generate curiosity and excitement for learners. Hsi (2008) discusses virtual and augmented reality integration into informal learning institutions (such as public … Continue reading
Posted in Module C
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From Plato to Graphing Calculators: The Return of the Body in Mathematics Education
I found Winn’s (2003) overview of how cognitive neuroscience contributes to a system-theory view on learning a refreshing perspective on how learning occurs in artificial (digital) learning environments. This theory includes a conceptual framework that focuses on three interdependent aspects: … Continue reading
Posted in Module C
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Informal and Formal Settings: Mobilizing Knowledge with IT Tools
Carraher et al.’s (1985) study, “Mathematics in the Streets and in Schools” examined the mathematical abilities of children street vendors with little formal education. They found that the children understood important mathematical concepts and could effectively and accurately use these … Continue reading
Posted in Module C
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A Synthesis of Foundational TELEs
TELE Blossoms in Fertile Foundations Examining the four foundational TELEs presented in Module B reveals a lot of similarities. They all reflect a constructivist learning paradigm and employ teaching and learning strategies that encourage learners to indicate their current understandings, … Continue reading
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T-GEM Model & Chemland
Using Desmos for “Playing Catch-Up” – a T-GEM Lesson for Math 10C (AB) Big Idea: Representing and analyzing situations allows us to notice and wonder about relationships Curricular Competencies: Students are expected to be able to do the following: · Reasoning … Continue reading
Posted in Module B
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Learning for Understanding (LfU) & My World, ARCGIS
In what ways would you teach an LfU-based activity to explore a concept in math or science? Draw on LfU and My World scholarship to support your pedagogical directions. Given its social and cognitive affordances, extend the discussion by describing … Continue reading
Posted in Module B
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My WISE Customization
The Power of Plants to Disrupt Cancer Cell Reproduction I explored customizations for the activity “What makes a good cancer medicine? Observing mitosis and cell processes.” The activity targets grades 9 – 12 and suggests a time commitment of 4-5 … Continue reading
Posted in Module B
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SKI and WISE Intro
Setting a Background to Customizing Anchored Instruction The WISE (Web-based Inquiry Science Environment) Program What was the motivation to create WISE? WISE provided a means to support teachers in creating engaging, inquiry-based science learning environments that could be customized to … Continue reading
Posted in Module B
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