Technology in Mathematics –Key Learning from Research & Practice Dr. Pamela J. Buffington...

Technology in Mathematics –Key Learning from Research & Practice

Dr. Pamela J. Buffington

Education Development Centermaine.edc.orgedc.org

Technology in MathematicsKey Learning from Research & Practice

http://maine.edc.org/

http://www.edc.org/

http://www.edc.org/

http://maine.edc.org/


Session Goals

• Increase knowledge of research specific to using interactive technologies for mathematics learning and teaching

• Increase awareness of targeted technology tools & strategies for mathematics learning and teaching


Overview• Foundational Research Background• Research Based Benefits• Maine Studies & Research Based Professional

Learning Projects• Ways Technology Can Support Mathematics

Learning• Examples of Research Based Use of Tools


Overview of ResearchInteractive Technologies Provide Benefits to Mathematics Learning & Teaching When:

• Technologies Specific & Appropriate to Mathematics

• Systematically Integrated into Classroom Practice• Supported by Sustained Professional

Learning (Ongoing, Embedded, Immersion)• Part of an Integrated System

(Heid & Blume, 2008)


Research Based Benefits• Increased Conceptual Understanding

representing, generalizing, abstracting, modeling, working with symbols

• Better Problem Solving• More Engagement, Broader Participation• Increased Interactivity• Immediate Feedback to Learners/Teachers• Access to More Important & Deeper Mathematical

Thinking

(Bransford, Brophy, & Williams, 2000; Heid & Blume, 2008; Kaput, 1992, 1994; Roschelle, Pea, Hoadley, Gordin & Means, 2000)


Ways Technology Can Support Mathematics Learning

• By Enabling Dynamic Representation and Interaction with Mathematical Concepts & Ideas

• By Supporting Formative Assessment Practices

• By Supporting Shared Analysis & Discussion of Mathematical Thinking & Approaches (Student Work)

• By Enhancing Student and Teacher Collaboration


Maine Studies & Projects• Maine Impact Study of Technology in Mathematics

(MISTM) USDOE 2004-2008

• Access to Algebra Using Interactive Technologies (Access IT - ME MSP) 2008-2009

• Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) 2008-2009

• OER in Mathematics Professional Development Project (ARRA Grant) 2010-2011

• Maine Learning Technology Initiative – Mathematics PD Support 2002-2014


MISTM

• Maine Impact Study of Technology in Mathematics (MISTM) 2004-2008 Funded by the U.S. Department of Education Office of elementary Secondary Education School support and Technology Program(#5318A03005)

• Randomized Control Trial– Delayed Treatment

• 2 Years – Ongoing, Embedded Professional Development

• Lowest Performing Middle Schools


MISTM

• Research QuestionCan middle school mathematics test scores be improved by providing high quality, technology-infused professional development to middle school mathematics teachers in rural districts?

• A1 – Numbers and Operations, which includes Numbers and Number Sense, and Computation.

• G1/K2 – Patterns, which includes patterns, relations & functions, algebra concepts, and mathematical communication.

•


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Randomized Control Group Design

ExperimentalGroup

ControlGroup

Receive ProfessionalDevelopment

Receive No PD

Impact on Student Mathematics Performance

Qualifying Rural Schools


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Logic Model for MISTM Research

Pre-Treatment:

Teachers’ math content knowledge

Teachers’ math pedagogical skills and practices

Teachers’ technology integration knowledge and skills

Teachers’ general and mathematics efficacy beliefs

Teachers’ background and experience

PD Intervention:

Teacher professional development in math content and pedagogy using applets and delivered through:

·Face-to-face workshops

·Online workshops

·Peer coaching and mentoring

·Site visits

Process Outcomes:

Teachers’ math content knowledge

Teachers’ pedagogical and technology integration knowledge and skills

Teachers’ mathematics instructional practices especially using technology

Teachers’ teaching beliefs

Achievement Outcomes:

Higher math test scores for students


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Professional Development Intervention• Content Knowledge- Deepen teacher content knowledge in targeted areas

• Pedagogy- Improve teacher pedagogical practice in technology infused mathematics

classrooms• Technology Integration- Develop and apply strategies that support the integration of technology for

the teaching, learning and assessment of mathematics• Professional Learning Community- Engage teachers in meaningful interaction and dialogue about

mathematics through face-to-face and online environments• A multi-faceted two-year program which included:- Face-to-Face Activities (60 hours)- Online Learning Component (100 hours)- Peer Coaching/Staff Mentoring/Site Visits (48 hours)- 208 hours total over two years


MISTM Website

http://www2.edc.org/mistm/product/default.html


Critical Aspects of PD

Suite of tools• Interactive, flexible,

open

• Linked representation

• Graphs, expressions, tables, sliders


Desmos Graphing Calculator

• Graphing calculator: in-browser, interactive, free, connected to global community of users, numerous support resources provided, free iPad app- Desmos Website https://www.desmos.com- Modeling Example Demo Teacher- Graphing Simulation Carnival

https://www.desmos.com/

https://www.desmos.com/

http://class.desmos.com/class/demo

https://class.desmos.com/teacher/demo%23about

https://class.desmos.com/carnival/


Formative Assessment

• Immediate Feedback from the Interactive Tool - Applets

• Online Tools that Provide Feedback, Summary – That Quiz / Google Forms

• Screencasting Software – Student Explanation (Making & Sharing)


Explain Everything (iPad)


18

Results Summary

Research Question: Can middle school mathematics test scores be improved by providing high quality, technology-infused professional development to middle school mathematics teachers in rural districts?

Answer: Qualified “yes”


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Results SummaryWhen teachers actively participated in the PD

intervention activities for two years, their content knowledge increased as did their use of technology in teaching mathematics.

Student knowledge of mathematics patterns and relationships did increase (G1/K2), but knowledge of numbers and operations (A1) did not.


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Reflections / Next Steps

“Of all the topics in the school curriculum, fractions, ratios, and proportions arguably hold the distinction of being the most protracted in terms of development, the most difficult to teach, the most mathematically complex, the most cognitively challenging, the most essential to success in higher mathematics and science, and one of the most compelling research sites”

(Lamon, 2007, p. 629).


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Reflections / Next Steps

Teachers need more explicit strategies and tools to develop student’s conceptual understanding and target misconceptions in rational number concepts

Student’s also have research-based misconceptions in early algebra that need to be explicitly targeted.


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Next Steps

Build upon the potential of technology to provide multiple forms of immediate feedback

Enhance Formative Assessment Practices

Explicitly Target Research Based Student Misconceptions


Maine Studies• Access to Algebra Using Interactive Technologies

(Access IT - ME MSP) 2008-2009

• Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) 2008-2009

• Use of Formative Assessment

• Targeted Use of Interactive Applets Aligned with Misconceptions

• 2 Years – Ongoing, Embedded PD

• Middle School /High School


RBAMM/ACCESS IT


Rational Number

Students overgeneralize from whole number understandings

Need to explicitly confront misconceptions


Rational Number

http://www.geogebratube.org/student/m40743


Equivalent Expressions

http://maine.edc.org/file.php/1/tools/EquivExprDistribProp2.html




Findings• Increased Awareness of Student

Misconceptions & Targeted Intervention Tools (Applets)

• Increased Use of Formative Assessment Practices

• Increases in Student Learning in Targeted Content


Maine Studies

• OER in Math Professional Development Project 2010-2011 Funded by the ME Department of Education

• Use of Open Educational Resources

• 2 Years – Ongoing, Embedded Professional Development

• MS/HS

• Focus on Formative Assessment


Logic Model


Critical Features

• Use of Open Educational Resources- GeoGebra (GeoGebraTube)

• Heavy Focus on Formative Assessment Practices (Student Role, Pre/Post )

•

• Focus on Formative Assessment

• Involved Local Teacher Leaders in Resource Development / Capacity Building


TPACK For Mathematics

• Make TPACK explicit Creation & use of video, screencasts, and shared products

• Create ongoing PLC s• Involve students in the

formative assessment process


Findings

• Increased and sustained student achievement in targeted topics

• Increased teacher knowledge of student misconceptions, increased frequency of use of formative assessment strategies, increased use of technology to support a cycle of inquiry, increased competency with integration strategies (esp for development group

"Culture eats strategy for breakfast" – Peter Drucker•


Findings

• Increased and sustained student achievement• Enhanced culture of learning

"Culture eats strategy for breakfast" – Peter Drucker•


Non Routine Problems

http://www.geogebratube.org/student/m40576

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