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Using Technology to Connect Real-World Data with Science and Math in Middle School

Using Technology to Connect Real-World Data with Science and Math in Middle School. Lori Andersen, MSEd , NBCT The College of William & Mary. Why?. Mathematics curriculum for students gifted in mathematics should emphasize: depth over breadth concepts over facts real-world problems

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Using Technology to Connect Real-World Data with Science and Math in Middle School

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  1. Using Technology to Connect Real-World Data with Science and Math in Middle School Lori Andersen, MSEd, NBCT The College of William & Mary

  2. Why? • Mathematics curriculum for students gifted in mathematics should emphasize: • depth over breadth • concepts over facts • real-world problems • higher order reasoning • Interdisciplinary connections • metacognition • inquiry-based learning • technology tools

  3. The problem • Accelerated math instruction is offered BUToften does not incorporate elements of best practice in curriculum design for gifted learners. • Appropriate instruction for gifted learners must offer increased depth and complexity.

  4. Middle School Math • Many gifted students take Algebra I in middle school. • These courses should be enriched with activities that • Increase depth of knowledge • Use inquiry learning • Make connections to other subjects and the real-world

  5. Algebra I Connections to Physics • Linear Functions • Motion at constant speed • Quadratic Functions • Uniformly Accelerated Motion • Freefall • Multiple representations of data & functions

  6. Theme • Mathematical models are used to make predictions about the state of a system. • To select an appropriate model, we must understand function types. • Develop understanding of function shapes (slope, concavity) through hands-on, kinesthetic activities.

  7. Developing a “feel” for functions • Allowing students to be the objects of study • Kinesthetic connections between representations • Make abstract graphical representations more concrete • Attach physical meaning to numerical coefficients and equation forms

  8. “Playing” with mathematics • Real-world data collected by students • Use of technology allows students to easily try out different types of functions • Critical evaluation of “goodness of fit” of function models

  9. Sample Activity -1 • Exploring Functions • Students use motion detector and laptop to explore the meanings and multiple representations of slope and y-intercept. • Investigation of non-linear data sets to discover differences between function shapes and form of equations. • Connections to physical science – velocity and acceleration

  10. Vocabulary Building Linear Model Center for Gifted Education, The College of William and Mary, 2009

  11. Sample Activity - 2 • Playing with Parabolas • Students use an Excel spreadsheet to explore the relationships between the equation and graph representations of quadratics. • What do the coefficients mean? How do they affect the graph?

  12. Vocabulary Building Quadratic Model Center for Gifted Education, The College of William and Mary, 2009

  13. Sample Activity - 3 • Video Analysis of Shuttle Launch • Students examine data from motion in a video clip. Which model is the best for this data?

  14. Taking it farther • Other function types – the possibilities are endless • Analysis of motion in the movies • Other types of data – different meanings of slope

  15. Technologies Used • Data Logging Software • Logger Pro 3.5 Software • http://www.vernier.com/soft/lp.html • Tracker (open source) • http://www.cabrillo.edu/~dbrown/tracker/ • Ultrasonic motion sensor • http://www.vernier.com/go/gomotion.html • Spreadsheet software • Graphing Calculator

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