Many of my students struggle with fractions, in particular converting mixed numbers to improper fractions; it is such an abstract concept that they have a hard time understanding it and there is more than one step so that also confuses them. One of the first things that I do is activate prior knowledge; sometimes students have lots of knowledge with fractions (and other content) but they just don’t know it. Once I know where my students are at, I plan accordingly and try to differentiate for my students (this is important as many of my students have learning disabilities). One of the most important things that I do is explain everything slowly, step-by-step, using LOTS of visuals. By explaining everything with step-by-step and going at a steady pace with my instruction, it can help with misconceptions and allows my learners to not panic. Mishra & Koehler (2006) state that transformation in teaching occurs when “the teacher interprets the subject matter and finds different ways to represent it and make it accessible to learners… which is at the heart of PCK.” I use games and fun websites such as Khan Academy to enhance my lessons. (If you have not already checked out this website, I highly recommend it; it is fantastic!). I also use Pinterest as other educators share fantastic resources. I have gone to numerous math workshops which gives me a deeper understanding about math and how to teach it effectively. These workshops also contain numerous resources and fun manipulatives. I bring in technology for many of my lessons but math in particular because my students and students in general, have a fear of math and technology decreases that fear; “these new technologies have changed the nature of the classroom” (Mishra & Koehler, 1023). By combining games and technology it creates an engaging and fun environment for students to learn about something that they once feared and corrects those misconceptions. As an educator, it is my job to make sure that I find any resources necessary to make sure that my students learn about what I am teaching and incorporating “analogies, illustrations, examples, explanations and demonstrations” so that these concepts are “accessible and comprehensible” and there is no better way to do this than technology.
In previous posts, we have all discussed the myriad of reasons why some teachers do not utilize technology in their classrooms but “good teaching requires an understanding of how technology relates to the pedagogy and content” (1025) and “knowledge of technology becomes an important aspect of overall teacher knowledge,” it becomes a part of our pedagogy which is important to appreciate.
References:
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054
Hi Sabrina,
great post. You combine a lot of technology effecively to support your students. You mention that you have gone to numerous math workshop. Not all teachers may have time or willingness to do the same. Would you think that an online math teacher community could also support the diffusion of PCK and the adoption of technology? Are you part of such a community?
Another point: you mention that students are often afraid of technology. At the moment, I am part of a European project application where university teachers join to develop new appraches to teach math in fields related to science. The motivation is here the same as in your post: Also university students are often afraid of math and may thus fail, and therefore good support is needed also for this group!
Elske