How has Lesson Study Research Improved Instruction? A Literature Review on Lesson Study in Mathematics

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Summary of SyMETRI Meeting: January 22nd, 2024 by Qiaochu Xu

Presenter/Guest Speaker: Ariane Faria dos Santos from Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: January 22nd, 2024
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on January 22nd, 2024, PhD student Ariane Faria dos Santos presented ideas for her paper, which was accepted for presentation at AERA (American Educational Research Association) in Philadelphia, April 2024. It’s very exciting that Ariane’s paper has been accepted to AERA, a premier international conference.

Ariane’s paper is titled: “How has Lesson Study Research Improved Instruction? A Literature Review on Lesson Study in Mathematics.” Lesson study is a form of teacher professional development that originated in Japanese schools. Over the past few decades, the method has been adapted for use in Canadian and American schools. Ariane shared her findings of her literature review, exploring how lesson study has impacted teachers’ knowledge and beliefs, professional community, and teaching–learning resources.

Here are some slides from her presentation:

After the presentation, SyMETRI members raised questions about why certain papers were chosen from this journal. They also discussed the differences in the focus of findings of Lesson Study in different countries and how teaching-learning resources changed in lesson study for teachers and students before and after Covid. Additionally, SyMETRI members offered some suggestions for presentations at international conferences, contributing to a lively and informative discussion.

Bio

Ariane Faria dos Santos is a Ph.D. student at the University of British Columbia Department of Curriculum and Pedagogy. Her research interests include curriculum implementation and teaching practices to improve learning opportunities for students with different backgrounds. She particularly interested to understand how to better connect both micro (classroom/schools) and macro (policymakers) actors to design and implement more equitable curriculum policies.

SyMETRI Meeting with Dr. Tim Pelton and Dr. Leslee Francis-Pelton on ChatGPT and Education

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Summary of SyMETRI Meeting: November 21, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Dr. Tim Pelton, Associate Professor in Mathematics Education University of Victoria and Dr. Leslee Francis-Pelton Associate Professor in Mathematics Education at University of Victoria
Date: November 21st, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on November 21st, 2023, Dr. Tim Pelton and Dr. Leslee Francis-Pelton from the University of Victoria captivated attendees with an in-depth exploration of ChatGPT-4’s application in math education.

This SyMETRI session offered an insightful examination of ChatGPT-4’s multifaceted role in the realm of math education. The audience gained access to a comprehensive analysis, encompassing the AI’s responsiveness to educational queries, its facilitation of academic writing, and its pivotal utility in graduate-level research pursuits.

The session’s highlight was a live interaction segment with ChatGPT. Attendees actively engaged in prompting the AI and observed its real-time responses—a captivating demonstration showcasing the AI’s practical capabilities within an educational context.

Moreover, the session fostered an interactive atmosphere, inviting the audience to contribute prompts for ChatGPT-4 and witness its immediate responses. During the meeting, SyMETRI members asked ChatGPT about the number of odd four-digit numbers without restrictions, and the AI provided an explanatory result. Discussions among SyMETRI members revolved around AI’s potential applications in diverse educational scenarios.

Dr. Pelton’s expertise in integrating technology into education shone through the session, offering attendees a glimpse into the exciting possibilities AI, particularly ChatGPT-4, presents in revolutionizing math education.

Here are some slides from the presentation:

Bio

Dr. Tim Pelton

Dr. Tim Pelton is an Associate Professor in Mathematics Education within the Curriculum and Instruction department of the University of Victoria. He teaches courses on elementary mathematics pedagogy and applications of technology in education. His research is primarily focused on theories, tools, and techniques that can be used to support these courses. Topics of interest include student response systems (selected or constructed), developing and evaluating apps to support learning of mathematical and scientific concepts, and developing essential fluencies. Applications of iPads in education to support learning – especially with respect to: exploring with manipulatives and visual models; confirming understanding through generation of learning objects, animations, and videos.

Dr. Leslee Francis-Pelton

Dr. Leslee Francis-Pelton is an Associate Professor in Mathematics Education from Curriculum and Instruction at the University of Victoria. She currently serves as the department Chair in the Department of Curriculum and Instruction, where she leads department initiatives at both the undergraduate and graduate level. Her personal professional activities include teaching courses on the teaching and learning of secondary school mathematics, mathematical processes, and mathematical problem-solving. Her research focuses on the use of various technologies and problem-based learning in mathematics (e.g., mobile devices, LEGO robotics).

 

Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society

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Summary of SyMETRI Meeting: November 1, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Mike Wong, Master’s Student from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: November 1st, 2023
Host: Dr. Cynthia Nicol

In the most recent SyMETRI meeting on November 1st, 2023, Mike Wong took center stage, shedding light on his work focused on cross-curricular numeracy.

Mike presented insightful findings regarding the use of cross-curricular numeracy strategies aimed at effectively engaging all students. His approach signifies a concerted effort to bridge numeracy gaps across various subjects, nurturing a more comprehensive understanding and practical application of mathematical concepts.

Furthermore, this meeting introduced a new dimension to SyMETRI gatherings—a book review segment. Mike inaugurated this feature by delivering a concise yet captivating review of Karim Ani’s intriguing book, “Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society,” published in 2021.

“Dear Citizen Math” addresses fellow educators, offering a refreshing and motivating perspective on the role of math classes. It envisions these classes as platforms for discussing critical societal issues, spanning from healthcare reforms and global pandemics to misleading discounts and the rapid advancement of technology. Traditionally, students have viewed mathematics as a set of isolated skills and abstract concepts, seemingly detached from reality.

However, the book argues that math is a powerful tool for exploring and understanding the world around us. It emphasizes the pivotal role of math teachers, portraying them as influential figures in American democracy. These educators have the potential to spark a renewed commitment to logic and critical thinking, cultivating a more considerate and engaged citizenry.

Mike’s presentation ignited dynamic discussions among SyMETRI members, promoting discussion among the SyMETRI members of the essence of cross-disciplinary approaches and the potential impact of integrated numeracy on students’ overall learning experiences.

Bio:

Mike Wong is a passionate Master’s Student from the Department of Curriculum and Pedagogy, Faculty of Education, UBC. His dedication to enhancing student engagement through cross-curricular numeracy reflects his commitment to innovative pedagogical practices.

The Pedagogical Opportunities of PhET Interactive Simulations in Secondary Science Education in Bangladesh

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Summary of SyMETRI meeting September 26, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Mohosina Sabin Toma from Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: September 26th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on September 26th, 2023,

Mohosina shared her research on the Pedagogical Opportunities of PhET Interactive Simulations in Secondary Science Education in Bangladesh. Bangladesh, being a developing country, faces numerous educational challenges, particularly in science and mathematics, such as limited access to labs, outdated teaching strategies, and a high student-teacher ratio.

PhET ((Physics Educational Technology) Interactive Simulations, a research-based, non-profit open educational resource project based at the University of Colorado Boulder, creates and hosts explorable simulations for science and mathematics. Mohosina’s study delves into the role of PhET Interactive Simulations in addressing the challenges faced by Bangladeshi teachers and students, aiming to cultivate heightened student interest in science and mathematics.

Mohosina’s research extends to teachers’ challenges in learning and integrating PhET into their teaching practices. To overcome these challenges, she proposes recommendations for the development of teachers’ professional development (PD) programs. Tailored Teacher PD workshops were designed and implemented for this study, with the specific goal of encouraging Bangladeshi science teachers to incorporate PhET simulations into their teaching methodologies.

Her findings reveal that teachers recognize the potential of PhET simulations as a valuable supplement to secondary science education in Bangladesh. Teachers believe that PhET simulations have the potential to bring revolutionary changes to how Bangladeshi students learn science.

Here are some slides from her presentation:

Symmetry members inquired about the design and methodology of Mohosina’s research. Some expressed interest in the development of educational technology and how it enhances learning while supporting teaching. Drawing from their own experiences, they engaged in discussions about pedagogical approaches that are feasible for today’s classrooms and students.

Bio

Mohosina is a first-year PhD student in Science Education at the Department of Curriculum and Pedagogy at the University of British Columbia. She has recently completed her MA and has chosen to continue her studies at UBC.

 

SyMETRI Discussion with Dr. Shwartz on AI and ChatGPT

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Summary of SyMETRI meeting June 28th, 2023 by Ariane Faria

Presenter/Guest Speaker: Dr. Vered Shwartz of UBC Computer Science
Date: June 28th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on June 28th, 2023,

Dr. Vered Shwartz talked about how language models, such as ChatGPT, are changing the way human beings interact with technology and how it may affect the labor market, education, and the whole society’s interactions. ChatGPT is a general-purpose chat box trained to answer questions about various topics, retrieving the answers for each previous question and merging or elaborating on future answers. ChatGPT in a few months has appeared in different versions, being the last one (ChatGPT4) able to work both with text and image inputs.

The way that language models work is by using the prompt given by the user to find the probability of a word appearing next. It calculates the probability based on patterns related to the sentence syntax, semantics, and factual knowledge from internet data used to build the model. The two images below show this idea:


However, Dr. Vered Shwartz highlighted that these models still have many limitations. Even though they frequently sound plausible and confident in their answers, they may present incorrect and inconsistent information. The most curious factor about their inconsistency is related to numbers. Their mathematical ability relies on finding answers on the internet rather than understanding and applying bat at inductive, spatial, mathematical, and multi-hop reasoning.

Moreover, ChatGPT3 was able to go around offensive language filters being offensive and discriminatory. ChatGPT4 presents better results, but OpenAI didn’t disclose any details about the model or the data, which does not allow us to question problems that may appear because of the way the data were trained. Finally, all language models available now can’t answer questions about recent events because they were trained on data up to 2021.

Dr. Vered Shwartz is cautious on ignore the impact language models may have on us even their current limitations. She believes this new technology will change completely the labor market, education, and the whole society’s interactions. Many jobs will disappear or increase the productivity expectation under human beings given the market will assume these new tools can make the job easier and faster. The education field is rethinking what teaching and learning means and how to deal with cheating issues. Finally, the role society will have to discuss issues related to accountability for mistakes made by AI tools and how human beings may establish relationships with these tools in both their professional and personal lives.

Bio 

Dr. Vered Shwartz is an Assistant Professor of Computer Science at the University of British Columbia, and a CIFAR AI Chair at the Vector Institute. Her research interests focuses on natural language processing, with the fundamental goal of building models capable of human-level understanding of natural language. She is interested in computational semantics and pragmatics, and commonsense reasoning. She is currently working on learning to uncover implicit meaning, which is abundant in human speech, and on developing machines with advanced reasoning skills.

Market Math: Spotlighting Math and Technology in a Farmers’ Market

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Summary of SyMETRI meeting May 31st, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Christina Reis from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 31st, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 31st, 2023,

Christina Reis shared her capstone project which is an amazing website called Market Math – it’s interdisciplinary and centred around a school farmer’s market. Her project explores teaching about a farmer’s market and integrating technology in education.

Christina began by answering why it’s important to teach about a farmer’s market and integrate technology. She explained that teaching about a farmer’s market offers a comprehensive educational approach that combines various subjects such as mathematics, agriculture, financial literacy, and nutritional awareness. By connecting students with real-world contexts and their local environments, they can actively engage with relevant content and gain a deeper understanding of mathematics. Moreover, incorporating technology into the farmer’s market experience, whether by using virtual platforms or augmented reality, presents exciting opportunities to streamline processes, empower local producers, and enrich the educational experience by blending traditional practices with innovative technological approaches.

Christina’s research is centred on investigating how technology, including simulations and technology-based platforms, can enrich and support each stage of Kolb’s Experiential Learning Cycle (ELC) in the setting of a Middle School farmers’ market. However, it is important for educators to be aware of potential challenges associated with technology, such as the need for proper training, the possibility of student distractions, and the potential for disconnection from the natural environment. By addressing these challenges, educators can effectively harness the power of technology to enhance the experiential learning process.

Christina’s project is based on Kolb’s Experiential Learning Theory (ELT) and the Experiential Learning Cycle (ELC). ELT emphasizes the importance of experience in knowledge formation and the learning process. ELT highlights the significance of experience in shaping and evolving knowledge, emphasizing the learning process and the role of practice. The Experiential Learning Cycle (ELC) comprises four essential components: concrete experience, reflective observation, abstract conceptualization, and active experimentation. These components enable hands-on learning experiences and facilitate the connection between theoretical concepts taught in the classroom and their real-world application.

As education continues to evolve, the integration of technology can enhance the various components of experiential learning and bridge the gap between theoretical knowledge and its practical implementation. Christina highlighted the blending of math and technology, and she has prepared a series of multiple lesson parts that will explore mathematical concepts in depth. Here are some examples from her website:

Budgeting and Financial Literacy

Series Duration:  4  Sessions  ||   Grade Level: 6-8

BIG IDEA: Understand how planning and estimating the raw ingredients of a product can minimize waste and unnecessary costs, therefore maximizing profit and revenue.

Garden Beds, Grids & Planting

Series Duration:  2  Sessions   ||   Grade Level: 5-6

BIG IDEA: Understanding there may be more than one solution possible but some may be more favourable depending on the parameters and limitations.

Beeswax Wraps

Series duration:  3  Sessions   ||   Grade Level: 6-8

BIG IDEA: Planning ahead and evaluating solutions are essential to maximizing raw materials and minimizing waste for product goods.

Wooden Board Nail String Art

Series duration:  2- 3  Sessions   ||   Grade Level: 6-8

BIG IDEA:  Significant and possibly challenging points and transitions in our personal stories can create a unique and beautiful piece when viewed from afar.

Here are some slides from her presentation:

Bio

Christina currently is the Coordinator of Educational Technology at Meadowridge School in Maple Ridge, BC. In past years, She taught MYP Math, Science, and DP Biology, and coached girls volleyball both in school and on club teams.

Science Learning Through YouTube Comments on Science Videos

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Summary of SyMETRI meeting May 24th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Conan Chung Man Lee from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 24th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 24th, 2023,

Conan presented his MA thesis to SyMETRI members, focusing on science learning through YouTube comments on science videos. Conan highlighted the declining interest in science and the transformative learning approaches that have given rise to innovative forms of science education in the 21st century. Traditionally, movies have been valuable tools in science education, but a recent trend has emerged on video sharing and social media platforms, where movies are embedded within science videos to enhance the learning experience. YouTube, as the dominant video sharing platform, features numerous science videos that integrate entertainment and education by incorporating movies into their content.

The main objective of Conan’s study was to explore the potential impact of embedding movies in science videos on the learning process, as well as examine how the post-video comments on these videos could either facilitate or reflect science learning. To achieve this, Conan employed the grounded theory methodology. Through qualitative content analysis, he compared the types and characteristics of comments, as well as identified the learning opportunities and challenges they presented. He compared the comments from two science videos: one that embedded a movie and one that did not. The first video he investigated was from the Because Science (BS) channel, which merged the Harry Potter universe with the physics concept of quantum tunnelling. The second video belonged to the Up and Atom (UA) channel and explained the same concept using a traditional teaching approach.

By closely examining in total of 990 comments, Conan aimed to identify any patterns or distinctive characteristics that could shed light on the learning experience facilitated by these videos. He uncovered insights into how movies incorporated into science videos can enhance or influence the learning process, as well as how viewers’ engagement in the form of comments might contribute to their science learning journey.

The findings indicate that comments on the UA video were more formal and focused on the specific scientific concept, whereas comments on the BS video were more casual and diverse, showing greater engagement with the science and video topic in general. While comments on conventional science videos can create an effective space for knowledge exchange and collaborative learning, they may also present challenges, such as the potential spread of misinformation due to a lack of knowledge justification. On the other hand, embedding movies offers unique learning opportunities within the comments section, including critical and creative thinking.

The challenges surrounding misinformation in the comments section of science videos resonated strongly with SyMETRI members. By encouraging students to cultivate a critical mindset when engaging with comments, educators can foster meaningful and thought-provoking discussions in the classroom. One of the SyMETRI members also talked about the value of media literacy, which can be extended to curriculum connections, specifically addressing the pressing issues of climate and nature emergency and the propagation of disinformation by climate change deniers. Integrating media literacy into the curriculum equips students with the essential skills to critically evaluate sources, discern reliable information from misinformation, and navigate the complexities of societal and environmental challenges with confidence and clarity.

Here are some slides from Conan’s presentation:

Bio

Conan Chung Man Lee recently graduated from the MA program in Science Education. He is passionate about science education and has been creating free educational content available on YouTube.

Exploring the Potential of Modeling Kits in Understanding Small and Big-Scale Science Phenomena

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Summary of SyMETRI meeting May 8th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Suresh Ghimire from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 8th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 8th, 2023,

Suresh began his presentation by stating that the aim of science education is not only to teach scientific content knowledge but also to develop scientific literacy and understanding of scientific inquiry skills. Educators have proposed various activity-based approaches to incorporate inquiry into science classes, but not all of them have been successful. Furthermore, the curriculum worldwide has long been criticized for being overstuffed and undernourished (AAAS, 1989, 1993), as it tends to provide a superficial overview of scientific concepts without delving deeper into understanding the scientific inquiry process. Suresh spoke about the science curriculum overly emphasizes scientific concepts while neglecting scientific process skills in many countries and including Nepal. Based on his 12 years of experience working with teachers, Suresh said it is evident that they are neither adequately trained nor supported in adopting inquiry-based teaching methods.

In responding to the inadequacy of inquiry-based learning and lack of hands-on activities in science classrooms, Suresh introduced the model-based inquiry (MBI) proposed by Windschitl et al. (2008), which centers on generating, testing, and revising scientific models. They argue that MBI can support science learning across all academic levels. Jonas Hallström and Konrad J. Schönborn (2019) also agree that models and modeling can be utilized to promote authentic STEM education and literacy. The potential of model-based inquiry seems particularly promising in Nepali schools with limited resources.

Suresh is interested to investigate the following questions:

  • What are the perceptions of Nepali science teachers on the use of hands-on activities facilitated by scientific modeling kits in science classrooms?
  • How can scientific modeling kits be effectively integrated into Nepali science classrooms to enhance student learning of big and small-scale scientific phenomena?

Suresh’s research aims to investigate the perceptions of Nepali science teachers who use Karkhana’s scientific modeling kits in their classrooms, specifically focusing on the potential of model-based inquiry facilitated by these kits. Karkhana is an education enterprise in Kathmandu working with schools to bring hands-on STEM experience for kids aged 0 to 18. Karkhana designs learning experiences that provide learners with opportunities to make things and shape their own worlds. Karkhana’s experiences allow children to practice and perfect the 21st-century skills of creativity, collaboration, critical thinking, and communication while using science, arts, and technology. The Hands-on science program designed by Karkhana is being implemented in more than 50 schools by around 180 teachers and reaching to 10,000+ students.

Additionally, his research will explore teachers’ views on the effectiveness of scientific modeling kits in enhancing students’ understanding of various scientific phenomena, ranging from atomic and planetary scales, which significantly differ in magnitude, such as size, distance, weight, temperature, motion, and other related variables. Suresh will return to Nepal for his data collection, we look forwards to hearing more about his study once he come back from Nepal.

Here are some slides from his presentation:

Bio

Suresh is an educator based in Kathmandu, Nepal. He co-founded an education enterprise Karkhana in 2012 and has been designing hands-on Science learning kits for middle schools since then. Currently, he is pursuing an MA in Curriculum Studies at UBC. He is a passionate tinkerer and spends his free time walking, hiking, and enjoying the woods.

 

Learning Disabilities in Mathematics: A Survey of British Columbia Teachers’ Understandings, Perspectives, and Experiences

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Summary of SyMETRI meeting April 25th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Charli-Rae Dougherty from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: April 25th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on April 25, 2023,

Charli-Rae Dougherty presented her masters in math education capstone project titled“Learning Disabilities in Mathematics: A Survey of British Columbia Teachers’ Understandings, Perspectives, and Experiences.” Charli-Rae is a practicing teacher in the Quesnel School District in central British Columbia. She surveyed teachers across BC to learn of their experiences and perspectives of students’ learning disabilities in mathematics.

Charlie-Rae began our meeting by introducing some characteristics of learning disabilities in mathematics such as significant difficulty learning mathematics where teaching and remediation strategies are less effective, difficulty working with symbolic representations, poor working memory, and high anxiety around mathematics. Charli-Rae also mentioned that there are relatively few studies that focus on learning disabilities in mathematics, with mostly being case studies or correlational research studies. Charli-Rae investigated the following questions in her capstone project:

  • How knowledgeable of MLD do teachers perceive themselves?
  • How confident are teachers in meeting the needs of their students with MLD (learning disabilities in math)?
  • What characteristics do teachers notice in their students’ with MLD?
  • What strategies do teachers use to support with learning disabilities?

Public and private school K-12 teachers in BC were invited to respond to a survey that included likert scales and open-response questions. In total, 223 participants responded. Among them, 42% were elementary classroom teachers, and 26% were mathematics teachers. Interestingly, more than half of the participating teachers rated themselves as not knowledgeable at all about the process and criteria required for the diagnosis of learning disabilities in math. Respondents stated that it is difficult to understand what a learning disability in math is if you are not aware of what it takes to be diagnosed with one.

Here are some results of her study:

Those attending SyMETRI asked questions about the research design of survey methods, such as what questions to ask on the survey to get accurate responses and how to ask questions differently to improve the quality of the survey. SyMETRI members also asked about teaching strategies to teach students with learning disabilities in math, such as over learning, repeated practice, and backtracking. Other members shared their opinions on the use of concrete objects and manipulative to support abstract and spatial thinking skills in the math classroom.

Breaking the Vicious Circle of Student Disengagement: From Undergraduate Physics Teaching to Teacher Education

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Summary of SyMETRI meeting April 11th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Dr. Marina Milner-Bolotin from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: April 11th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on April 11th, 2023,

Dr. Marina Milner-Bolotin began our meeting stating that learning science and math is often mistakenly thought of as simply memorizing formulas, equations, and procedures. However, in reality, it is about visualizing concepts by utilizing constructive help from the technology and tools available to us. Dr. Milner-Bolotin, Professor in EDCP, presented several innovative examples from her research to engage students in learning science, physics, and math, utilizing smartphones and other online interactive tools. For instance, using the slow-motion camera setting on a phone to record waves, she demonstrated how students can visualize the properties of wave interference. Another example shared focused on the image produced when a slab of chocolate is heated using a microwave with a turn-table that didn’t rotate. In this example students can observe the entire chocolate becoming a two-dimensional wave plate and recognize the need for a rotating plate. Dr. Milner-Bolotin’s spoke about how she hopes to encourage educators to think creatively about how to motivate students and promote hands-on, inquiry-based learning instead of solely completing the worksheets.

Technology tools mentioned and discussed in the meeting to support student inquiry where students can use apps on their cell phones included:

  • Desmos is an advanced online graphing calculator that offers various opportunities for digital math activities.
  • Phyphox which functions as a sensor in the phone for physical phone experiments. For example, students can produce a sound of a certain frequency and record it with a second phone. This enables students to not only hear the sound but also see how it looks, helping them visualize the difference between frequencies of 250 hertz and 500 hertz. This activity teaches students about the mathematical representation of the speed of the wave, which is equal to the frequency times the wavelength.
  • PhET Interactive Simulations, which creates and hosts explorable explanations for science studies. It can help to reinforce and clarify scientific concepts such as electricity, gravity, and energy transfer in a safe and engaging way.

Finally, the SyMETRI members discussed the challenges of adopting these technologies and tools in the classroom, including the need for educators to reconsider how they teach, and to be comfortable and confident with questions to which they may not have answers. Using technologies suggests requiring a willingness to make mistakes and the ability to model problem-solving with students. This practice also offers opportunities for interactive and hands-on learning and to develop of critical thinking skills.

Below are some of the slides from her presentation:

Presenter Bio

Dr. Marina Milner-Bolotin

To learn more about Dr. Milner-Bolotin, visit her research web site at: http://blogs.ubc.ca/mmilner/.

Dr. Marina Milner-Bolotin is a science educator within the Department of Curriculum and Pedagogy. She specializes in science (physics and mathematics) teaching and studies ways of using technology to promote student interest in STEM (science, technology, engineering and mathematics).