Speculate on how such networked communities could be embedded in the design of authentic learning experiences in a math or science classroom setting or at home. Elaborate with an illustrative example of an activity, taking care to consider the off-line activities as well.
Carraher et. al’s (1985) article Mathematics in the Streets and in Schools discuss that “there are informal ways of doing mathematical calculations which have little do with the procedures taught in school”(p.21). The researchers suggest that students apply their mathematical abilities correctly in real world scenarios than with context-free paper and pencil problems. Context seems to play an important role when solving mathematical problem based questions. The researchers found that “in that natural situations children tended to reason by using what can be termed a ‘convenient group’ while in the formal test school-taught routines were more frequently, although not exclusively, observed” (p.25). This shows that as educators we need to provide opportunities for students to connect to real world situations as we want the skills taught in skill actually be used outside of the classroom. As a learning support specialist teacher teaching students who struggle with numeracy, I always think about how I can relate situations to a real world situations. Providing a meaningful context is essential for my students. Students need to be involved in the learning process as they are better able to retain the information. The newly reformed BC curriculum incorporates many inquiry based opportunities for students and also reinforces that students need to learn at their own pace. This is the key for the students that I specifically teach as they are working at their own level. Measurement was a difficult unit for my students. We did work on the basic concepts but they really didn’t understand the differences between centimeters, meters, and kilometers for example. So to help understand the differences between kilometers and centimeters, we went outside and went for a walk and walked 1km around the school grounds. Only after experiencing this themselves they truly understood the magnitude of 1km. Another favourite math activity students enjoy working on is converting our classroom into a “floor plan”. This covers area and perimeter which students have a hard time understanding. After go over the basics, each group of students are responsible for a certain area of the “house” (ie. kitchen, bedroom, bathroom etc.). They are given dimensions and need to recreate this space in the classroom using meter sticks and masking tape. Students have to work together to correctly measure the perimeter and area of their space. By working together they are working on their critical thinking and problem solving abilities. We could also use technology to support our mathematics curriculum as sometimes it is not feasible to always go out to explore math concepts in real world situations. For example, the use of VR has becoming extremely powerful as it allows students to achieve real life like situations. I always remind my students during our “money unit” to practice using money when they go out shopping with their families. The reality is many of my students don’t spend much time going out with their families, so they don’t get to experience it. Using VR would help bring real life situations into the classroom as we could go the grocery store to purchase items and practice giving and receiving change. This could also be done in the classroom, by turning the classroom into a store and students using money manipulatives to purchase items. An article by Furner & Marinas, discuss how “today the emphasis is on using technology to teach math and getting students interested in STEM” (p. 209). They suggest using interactive technology such as GeoGebra and connecting them to photography to allow students to make deep connections. As educators we need to find unique opportunities where learning opportunities connect to student interests, allow for experiences, and will connect with their future.
Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1985). Mathematics in the streets and in schools. British journal of developmental psychology, 3(1), 21-29.
Chapter 3. Making a Real-World Connection (n.d.). Retrieved March 23, 2018, from http://www.ascd.org/publications/books/102112/chapters/Making_a_Real-World_Connection.aspx
Furner, J & Marinas, C. (n.d.) Learning Math Concepts In Your Environment Using Photography and Geogebra. ICTCM. Retrieved from: http://archives.math.utk.edu/ICTCM/VOL25/S125/paper.pdf
Hi Amanda,
Some great points raised in this post by you. I definitely agree with you on the importance of introducing math to our students in a meaningful and relatable way where it is not just abstract may but something that they can relate to.
Although, I am curious whether it is always possible to make math “real-life” oriented in a high school classroom. Being a high school teacher, sometimes it seems difficult to make grade12 math concepts “real-life” oriented. Even if you find a way to make it possible, it may not be feasible to find time for such integration in a class which is that content heavy.
What do you think?
GK
I was thinking about this same idea the other day. If schools are able to combine social studies with language arts to create a category of school known as humanities, what might happen if we combined science with maths? In real life the two are so completely intertwined and yet in school they are separated. It might not be a replacement for each of the strands of maths or sciences but might be a good enrichment to what is currently being taught? My context is primary schools, so I’m surely re-inventing the wheel here…
Hi Gursimran,
The elementary world is very different from the high school world, so I’m not quite sure how to answer it! I’m just thinking back to when I was in Grade 12, and you’re right it would be very difficult to relate math concepts to real life experiences. I like Tracy’s suggestion of combining Math and Science together to enrich learning. Thanks
Amanda, I really connected with your point about making math meaningful, particularly through having walked 1km to show your students what a kilometer really is. I think these experiences provide students with context that allows them to access the purpose for learning. I think STEM is also a way to give math learning context and purpose and for that reason it’s an effective means of teaching math and sciences. It allows students to get off their paper and into the world.
Thanks for your comments Tracy!
You’re right, it really does allow them to find a purpose for their learning.
Hi Amanda
I like the fact that you discussed “involved in the learning process”. Currently, I am redoing my online science 8-10 classes and I am giving the students choice on how they wish to show their learning.
Some people want to be told what to do and I wonder if they are giving a choice — will these students have a difficult time with selecting a method of showing their learning?
Christopher
Hi Christopher,
How are you finding with your students being able to select how they show their learning as they are in Grade 8-10?
I find that some students love being able to choose how they learn, while others need step by step direct instruction. So for those students, I guide them and they follow a more structured format and others have more flexibility with their involvement.
Thanks for your comments.
Great post!
I am a firm believer in the value of hands-on activity and are that the new curriculum helps facilitate an inquiry-based approach.
I’m wondering about your own assessment practices if you have found these more hands-on learning experiences to show quantifiably higher levels of understanding?
Hi Ryan,
Yes each student is so unique, so with assessment I like to provide students with as many opportunities as they each learn differently. Some of my students prefer to demonstrate their learning by a traditional test, some prefer to use hands on manipulatives while others enjoy using technology. It’s great when students can demonstrate their learning in many ways as we upload this to FreshGrade and parents, teacher and the student can see their learning and engage in reflections and discussions about their learning.
How about with your assessment practices have you noticed a deeper understanding?
Great post, Amanda! We have similar teaching styles:) In my grade two and three classes, when introducing measurement, I always get my students to run 1km in PE so that they can see just how far it is. We use our arm span to represent the length of a meter. I always think it’s funny when we start our unit and I ask my students if we should measure the hallway in meters or kilometers: almost all of them choose kilometers until we go for our 1km run. They know that it wouldn’t take over 5 minutes to run to the end of the hallway. Hands on activities have made math so much more interesting for my younger learners.
Have you found any good VR sites that get the students “shopping?” A couple of years ago (when I was teaching primary grades), my colleagues and I searched for something like this, but we were unsuccessful. Instead, we created a “market” of items to sell and three classes selling items to each other and making change. It would be nice to find a way for VR to make this situation even more realistic.
Nicole
Hi Nicole,
No we haven’t been able to find any good VR sites yet to get students shopping. We thought this would be ideal for our new Canadian students as sometimes it is difficult for our English Language Learning Teacher to take the students on field trips. Instead when we teach budgeting and money we give the students a budget, and they use the Save on Foods online shopping website to purchase and browse through items. They really enjoy this activity and find it really engaging. Thanks for sharing your market idea! It’s definitely a great way to get students to practice making and giving change. Have you used VR with any other lessons? It’s still quite new at our school.