Builders, Inc
Curator: Robert Millett
The user must complete an order for a “customer” where they must construct shapes given an area and/or perimeter for a shape. The user may also use the “free play” mode to explore the shape and the relationships between the perimeter and area.
Grade Level: 3-8
PSSM Content Standard: Geometry and Measurement
CCSSM Content Standard: 3.MD.D.8, 4.MD.A.3, 6.G.A.1,
Math Content: Perimeter and Area
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
The user is learning about the relationship between a shape’s perimeter and its area. The activity focuses on finding the correct lengths for the shapes based on requirements of the area and perimeter. This tool emphasizes relational and instrumental understanding of perimeter and area in that it is focused on making connections between the perimeter and area (relational) but the user is practicing finding the area for different shapes (instrumental).
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
Through repeated practice, the user begins to learn ideas about the properties of shapes related to their perimeter and area. The learner is also given hints if they can not get to the right solution which can help the user learn how to find the answer more quickly. The user must have a solid understanding of area and perimeter as well as be adept at finding perimeter and area of particular shapes.
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 technology provides a visual for this type of problem as well as a means to manipulate the images to change the sizes and check the areas and perimeters. In the free play mode the user can systematically explore the relationship between the perimeter and area by changing a shape little by little. The advantage is for ease in exploring different shapes and sizes quickly. Without the technology the user would have to draw manually all the shapes and would not be able to explore the different shapes and sizes relating to the area and perimeter.
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 technology allows to user to develop a deeper understanding of area and perimeter in relationship to the shapes. This technology should supplement the learning of perimeter and area and give students practice in the problem solving process.
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?)
This tool can be used by an individual or in pairs but is mostly intended for the individual. This technology could only lead to discussion and brainstorming about how to complete the task and then only one user can manipulate the shapes at a time.
How are important differences among learners taken into account?
The tool gives hints if a student makes mistakes in order to help lead them to the strategy/answer for the problem at hand.
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)?
The learner needs to understand area and perimeter and be familiar with working on the area of rectangles, triangles, and trapezoids. The teacher needs to provide the student with some thought provoking questions to ponder as they are using the tool. The tool reminds students of the different formulas for calculating area and even gives hints into finding the correct lengths that correspond to the area and perimeter desired.
No comments:
Post a Comment