Geometer's Sketchpad - Dueling Pinwheels
Curator: Jamie Bailey
This resource is more of a “how to” application. From my understanding Geometer’s Sketchpad is a useful app that can be downloaded on Apple products. This site provides step by step instructions for how to reinforce various concepts crucial to geometry.
Grade Level: grades 10 - 11
PSSM Content Standard: Geometry Transformations
CCSSM Content Standard: CCSS.Math.Content.HSG-CO.A.2
Math Content: Transformations
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
The concept of transformations is being learned. This activity focuses on using the app “Geometer’s Sketchpad”. The learning that is taking place has a more instrumental understanding. This is because the students are not working together to develop understanding but are following a series of directions to obtain a result. This can be done individually by the students.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The learning takes place by having the students conduct a series of transformations. Similar to a webquest, students follow a set of directions and come to a conclusion. The assumptions that go along with this learning is that the students have a working understanding of Geometer’s Sketchpad as well as a working understanding of how to use an iPad.
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 for this lesson is that the students are using iPads and the app. Technology plays an advantage for this lesson because it allows for students to practice transformations. By using the technology, students are able to quickly move from one transformation to another.
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 my school’s existing curriculum because it because it can supplement the concept of transformations. Currently, I see my students working on a huge transformations project where they only get maybe one or two practices. Using this application and replace that activity and supplement practice into the student’s learning.
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?)
The technology can allow for this to be done both individually as well as socially. Students can be participate at a computer individually or you can modify and have the students working in groups with either tablets or computers. Depending on the technology, collaboration can be supported.
How are important differences among learners taken into account?
Learner differences are taken into account because students can work at their own pace with the teacher’s role becoming more of a facilitating role.
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 teacher needs to have an knowledge of the concept presented. The students also need to have a working knowledge of transformations in order to successfully complete the applet.
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