Eleven years ago I started working with distance learning students whose families had chosen to teach their children at home. Many of these families were barely comfortable sending an email, and as an educator, I was figuring out how to use technology to meet the needs of my students. We were all at the beginning of a huge learning curve.
Specifically related to mathematics, I sought out online resources with hopes to provide opportunity for students to practice learned math skills in a varied process using such tools as Mathletics, CTC Math, and IXL Math. Although all well-developed resources, typically only about twenty percent of my students would readily engage in these types of online activities at any one time; most families would much rather work with hands-on activities or paper-based curriculum. These math practice sites are mainly skill and drill based, or contain step-by-step problems that require formulaic processes. I wonder if a more problem solving, inquiry based technology tools such as Dragonbox were offered, if students would be more eager to participate?
Questions:
- For my younger students, mathematical resources have been considered as supplementary to a core curriculum. At a higher level, could mathematical concepts be effectively taught and learned solely through an online tool, or is the need to verbally discuss, visually represent and use tactile exploration a required aspect of fully understanding mathematical skills and concepts?
- What inquiry mathematics apps and online resources are available to encourage students in creative problem solving and inquiry based learning?
Hi Jessica,
In regards to your first question, I am still of the mind sight that for the general student ‘teaching’ – specifically effective teaching – involves a physical act of demonstrating, discussing, and reviewing with the student. Having taught senior math in the past, I have yet to find a proper online tool that that could be relied upon solely for instruction. Most of the tools, as you mention, help support and supplement a lesson and have yet to replace classroom instruction completely. This is especially evident for more complex math operations or calculations that are difficult to represent online (unless presented like a classroom lesson like those by Khan Academy).
Thanks for the post!
Thanks, Darren, for your perspective. As a teacher at a distance learning school, I am aware that there are definitely online/fully technology based curriculums for higher grade levels, but like you said, the need for lessons to be presented as though in a classroom is essential. At younger levels, the explaining and discussion is highly valuable in students demonstrating sound thinking skills and a thorough understanding. I’m guessing that this would be applicable at higher levels as well which may not be promoted through an online curriculum.