The learning for use framework we looked at in module B highlighted four principles: 1. Learning takes place through the construction and modification of knowledge structures. 2. Knowledge construction is a goal-directed process that is guided by a combination of conscious and unconscious understanding goals. 3. The circumstances in which knowledge is constructed and subsequently used determine its accessibility for future use. 4. Knowledge must be constructed in a form that supports use before it can be applied
My fear with young learners and complex tools like Netlogo is that the teacher becomes more of a troubleshooter for learners as they navigate the tools and less of a pedagogical expert, but I strongly believe in the power of digital tools to allow learners to access learning that they wouldn’t otherwise be able to experience. Often in my role as learning leader I find myself supporting classroom teachers who say the digital tool just doesn’t make sense for their young learners who can’t even log in to the computers and time and time again I show them it is possible with appropriate scaffolding. I found Netlogo to be clunky and difficult to navigate. For that reason, I create a series of lessons using Geogebra:
- Pre-assessment: Using math conferences with students discuss their current strategies for how they calculate addition of two two-digit numbers. Highlight during the conversation how students arrived at their answers using the framework outlined by Parrish in Number Talks to get students reflecting on their cognitive processes.
- Set learning goals: Together with students discuss addition strategies they may already be good at and what strategies they may need to work on next. For the purposes of this lesson, we’ll concentrate on compensation as a mental math strategy for addition.
- Introduce addition strategies including compensation: Demonstrate for students the concept of adding two two-digit numbers using compensation using geogebra on the interactive whiteboard.
- Explore the concept using geogebra’s number line: Provide students independent or small-group work time to practice the concept using geogebra on iPads or computers.
- Provide feedback: Circulate to ensure students are correctly applying the addition strategy
- Reflect using Explain Everything and upload to process portfolios and et new learning goals: Students will record themselves demonstrating addition using compensation and upload the video to their digital portfolios where they will reflect on their ability to use it as an efficient strategy
Sherry D. Parrish. (2011). Number Talks Build Numerical Reasoning. Teaching Children Mathematics, 18(3), 198-206. doi:10.5951/teacchilmath.18.3.0198