Attribute Trains
Curator: Jamie Bailey
This site allows for students to practice identifying patterns and applying these patterns to a series.
Grade Level: e.g., grades 8-12
PSSM Content Standard: Geometry
CCSSM Content Standard:
Math Content: Patterns
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
This activity is teaching students about patterns and how to identify patterns. The technology used allows for the students to obtain multiple tries at figuring out the patterns. By using technology there is an unlimited amount of patterns for the students to figure out. This activity uses more instrumental learning because the students are working on their own to identify the solution.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
Learning takes place in this activity by having the students practice multiple times the concept of patterns. It utilizes numbers, colors and shapes all in the patterns which add a level of difficulty for the students to learn from. There is an assumption that students already know what patterns are and have a working understanding of how to solve and look for patterns.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
The role of technology in this activity is that students are able to practice with multiple patterns and there is not an end of the activity. Students can continue to practice with patterns until they (or the teacher) identify that they have successfully completed the pattern.
How does it fit within existing school curriculum? (e.g., is it intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
This fits into current school curriculum as a supplement to the geometry curriculum. It can be used to enhance the main concept and provides an interactive practice. While pen and paper could be used to teach the same concepts, using this technology would allow for students to practice more.
How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology/activity support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder?)
Technology fits into the social context of learning by the students working individually. While they can interact with each other to help, 99% of the activity is individual. This hinders the interaction of students because they are working independently with occasional interaction.
How are important differences among learners taken into account?
Learners are able to work at their own pace. This allows for fast learners to work ahead and keep disruptions low.
What do teachers and learners need to know? What demands are placed on teachers and other "users"? What knowledge is needed? What knowledge supports does the innovation provide (e.g., skills in using particular kinds of technology)?
Teachers and learners need to know how to use a computer. The demand placed on the teacher is relatively low. The teacher's role becomes simply a monitor and gives the ability for students to work at their own pace.
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