1 / 25

Leveraging Formative Assessment & Technology Using GeoGebra to Help Diagnose & Address

Leveraging Formative Assessment & Technology Using GeoGebra to Help Diagnose & Address Mathematical Misconceptions. GeoGebra at Ithaca 7/26/10. Dr. Pamela J. Buffington Education Development Center.

sorcha
Download Presentation

Leveraging Formative Assessment & Technology Using GeoGebra to Help Diagnose & Address

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Leveraging Formative Assessment & Technology Using GeoGebra to Help Diagnose & Address Mathematical Misconceptions GeoGebra at Ithaca 7/26/10 Dr. Pamela J. Buffington Education Development Center

  2. “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances student’s learning.” NCTM Principles and Standards for School Mathematics, 2000

  3. Abstract   Visual “A major problem for students who struggle with mathematics is weak understanding of the relationships between the abstract symbols of mathematics and the various visual representations.” Hecht, Vagi, and Torgesen (2007)”

  4. Formative Assessment Assessment Principle: Assessment should support the learning of important mathematics and furnish useful information to both instructors and learners. (NCTM, 2000, p 22) Interactive Technology Technology Principle: Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances learning. (NCTM, 2000, p 24) The Power of Convergence Formative assessment can provide critical information about existing conceptions / misconceptions Technology can provide accurate, interactive, visual images of mathematical concepts and ideas Instructors can provide a targeted instructional intervention for learners’ specific needs and remediate potential barriers to learning

  5. Enrich Student Learning of Mathematics • Instructional technology enriches student learning of mathematics by: • improving their skills and concepts through multiple representations; • enhanced visualization; • increased construction of mathematics meaning; • providing interactive examples that extend beyond “real world” limitations; • individualized and customized diagnoses, remediation, and evaluation. (EdThoughts: What we know about mathematics teaching & learning, p. 66)

  6. Key Resources Diagnostic Assessment InteractiveTechnologies

  7. Resources • Research Brief around a Given Topic • Diagnostic Probe to Elicit Understanding and Misunderstandings • Instructional Materials: • Applet • Supporting Resources • Overview • Student Exploration

  8. Typical Student Errors • Overgeneralizations: • Applying incorrect rules such as “multiplication makes bigger” • Conceptual Misunderstandings • Viewing the equals sign as “place answer here” • Common Errors (Procedural) • Incorrect Decimal Placement when multiplying

  9. Diagnostic Assessment Prompts Diagnostic assessment prompts are designed to uncover understandings and misunderstandings and the results are used to inform instruction rather than make evaluative decisions. Paper & Pencil, Moodle Quiz, Zoomerang, Google Form, Polls

  10. Example from Research Parenthesis and other bracketing symbols should provide a perceptual aid for unitizing...Some students ignore or overlook bracketing symbols, as in 4(n+5)=4n+5. Other students perhaps in response to the order of operations exhortation to do what‘s in parenthesis first, focus on parenthesis to the exclusion of the overall structure of the expression. And finally, the equation-solving advice to clear the parenthesis first may prompt many students to overlook the variable unit in their haste to eliminate grouping symbols. (Algebraic Thinking)

  11. Elicit Student Thinking

  12. Is a(b+c) equivalent to a(b)+c ? Distributive Property Applet

  13. Distributive Property: Area Model Prerequisite Knowledge 5 ( 9 ) 5 ( 5 + 4 ) 5 (5) + 5 (4 ) 25 + 20 Comparing Whole Number Products Applet

  14. Visual / Interactive Approach Applet (2b) Jing Participant List 13-17

  15. Difference of Squares - Conceptually Visual Representation 1

  16. Difference of Squares – Tool for Thinking Predict – Check - Generalize 2

  17. Decimal Probe

  18. Comparing Decimals Learning Tools List # 4

  19. Integer Operation: Walking the Number Line Participant List

  20. Formative Assessment: How long is the pencil? Sample

  21. Reading a Ruler 19d & 19e

  22. Comparing Fractions

  23. Interactive Resources • Accessible online at http://maine.edc.org/ • For Additional Information Contact: • Pam Buffington pbuffington@edc.org

More Related