NLVM - Ladybug Mazes
Curator: Jamie Bailey
This tool allows for students to practice solving a series of mazes by taking paths. The student must map out the solution before the ladybug will move. The students develop skills in estimating length and angles.
Grade Level: grades 10 - 11
PSSM Content Standard: Geometry
CCSSM Content Standard: CCSS.Math.Content.HSG-MG.A.3
Math Content: Estimating length and angle measurements.
Evaluation
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
The students are learning how to estimate length and angle measurements. This activity uses more relational learning because the students are developing an understanding of the material themselves.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The learning takes place by the students working either individually or in groups to get the ladybug safely through the maze. There is the assumption that the students are familiar with the mazes and what the overall goal is. There really is not a set of directions, the activity relies on the students previous understanding of mazes.
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?
Technology plays a major role in the activity. The students have to come up with a path for the ladybug to take and then “press play”. By using technology, the students can attempt multiple times to work on the estimation skills. This is an advantage because the students are able to practice multiple times if they get it wrong.
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 technology interacts with the social context of learning because the students work individually on the activity. While 90% of the activity is individual, the students can collaborate by helping each other and yet are responsible for their own results.
How are important differences among learners taken into account?
Different learners are taken into account because they are able to work at their own pace. There is also the ability for students to redo assignments that they are unsure of.
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)?
There is a basic understanding of patterns. Also, the student needs to have an understanding of how to use the technology.
No comments:
Post a Comment