{"id":5029,"date":"2018-02-08T21:05:30","date_gmt":"2018-02-09T04:05:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5029"},"modified":"2018-02-08T21:05:30","modified_gmt":"2018-02-09T04:05:30","slug":"situated-learning-in-maths","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/08\/situated-learning-in-maths\/","title":{"rendered":"Situated learning in maths"},"content":{"rendered":"

The Jasper series of videos this week reminded me of the <\/span>three-act math tasks<\/span><\/a> my staff have begun using with our students. They work especially well in my context (primary French Immersion) because they are wordless films that allow students to do more of the cognitive work in problem solving than with traditional textbooks or worksheets. Both the Jasper videos and the three-act-task videos are underpinned by a constructivist framework; students must view the films and determine what problem they are trying to solve and what information they still need to solve it. These videos, however, require a lot of teacher guidance in order to make sense of them, which I think works well in the immersion environment where students need time to also practice their language skills along with their math skills. Hobbs notes that there is a disconnect between what students find engaging and what students live in math class (p1290), which just isn\u2019t interesting. The Jasper series demonstrated open-ended science and problems are significantly different from the \u201cstories\u201d students often read in text books where they are looking for numbers and question words <\/span>that provide computational practice but not problem solving; instead, they provide students with complex, open-ended problems that require technology to solve and are interesting to the learners<\/span>. I think anchored instruction demonstrates that learning in math, like any other subject, is situational and what is learned is related to where it is learned and who it is learned with.<\/span><\/p>\n

The problem that I see with this is that technology does change so quickly that the videos soon appear to be out of date. Watching the Jasper series videos, I couldn\u2019t help but think that students would be distracted from the concepts presented by the video quality. I think this can be countered in part by a solution found in the three-act-math tasks because the videos are kept extremely simple\u2026 no music, effects, titles, etc. to become dated.<\/span><\/p>\n

The key to anchored instruction being effective for learners is the element of feedback for learners while they are working through the problems. This is why I think discussion and conferencing over problems can be an effective method of teaching mathematics. My adjustment to using video to anchor instruction might be to add an element of digital interaction where students might respond to the questions using a <\/span>padlet<\/span><\/a> or <\/span>flipgrid<\/span><\/a>.<\/span><\/p>\n

 <\/p>\n

Hobbs, L., & Davis, R. (2013). Narrative pedagogies in science, mathematics and technology.<\/span> Research in Science Education, 43<\/span><\/i>(3), 1289-1305.<\/span><\/p>\n

Cognition and Technology Group at Vanderbilt (1992b). The Jasper series as an example of anchored instruction: Theory, program, description, and assessment data. <\/span>Educational Psychologist, 27<\/span><\/i>(3), 291-315.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

The Jasper series of videos this week reminded me of the three-act math tasks my staff have begun using with our students. They work especially well in my context (primary French Immersion) because they are wordless films that allow students to do more of the cognitive work in problem solving than with traditional textbooks or […]<\/p>\n","protected":false},"author":43597,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669389],"tags":[],"class_list":["post-5029","post","type-post","status-publish","format-standard","hentry","category-b-anchored-instruction-symposium"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5029","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/43597"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5029"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5029\/revisions"}],"predecessor-version":[{"id":5030,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5029\/revisions\/5030"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5029"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5029"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5029"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}