Available at Google docs Link below:
https://docs.google.com/document/edit?id=1IVYXd0qly9DrjLYc6s5CjANA7JLfLl0p2WQGewjpm1U&hl=en&authkey=CJrds4kI
Graphing Calculator
Kick-Start Program
Catherine Haight
ESE 6939
Design Project Report 1
Project Description:
- · Purpose/Instructional Problem
Student performance in mathematics is effected is not meeting expectations in problem solving because the lack of skill they have due to a change in technology used for their mathematics courses. The math courses in our district use graphing technology in all courses of Algebra 2 and above for problem solving and demonstration. Students need to be taught the basic operation and use of this technology for them to feel comfortable and effective using it in the course.
- · Learner Analysis
Learners in this group are many times first time users of graphing calculators and they do not understand the power that they hold in their hands. Many are apprehensive about using the technology while others are very excited about it. The students I am working with are primarily Algebra 2 students that have already successfully completed Geometry and Algebra 1 in high school. They are a diverse group with a wide array of technology backgrounds, financial status, cultural differences, learning styles, and special needs. The program will accomplish the goal of setting a base of knowledge and skills in calculator use, suppress fear of using it, develop confidence in the tool and develop motivation for continued use in problem solving.
Needs Assessment:
- · Needs Assessment Plan
While the need for basic calculator skills is very apparent to a mathematics teacher the collection of supplementary data can help focus the instructional design to cover the most relevant topics and skills. The first assessment is to determine which students own graphing calculators and which do not a quick hand raise count will suffice for a tally. This need is essential to acquire the calculators for those who do not have them. The second part of the plan is to assess a small group of Algebra 2 students with a short calculator test to see were the need assistance and which skills they are least able to perform. The assessment will include terms, menus, key stokes and basic function questions that can be accomplished on a graphing calculator. The third part of my assessment is to survey the class about how their feelings, attitude and motivation in using the new technology as part of their course. I will also look at student data from our district data base for reading and math levels as well as demographic information concerning students with disabilities, language barriers, and financial hardships.
- · Learning Environment
The environment that the students will receive instruction is the classroom but external support can be provided on the Moodle website as well. The classroom is set up for 25 students (thanks to class size amendment), with desk placement in groups of three or four. The students are assigned seats based on academic performance, behavioral issues, or preferential seating for a disability. The classroom has a ceiling mounted projector that works with a Smart Board and my computer. I have white boards on two walls that provide space for additional instructions, agendas, and student work. Most of the instruction occurs on the Smart Board. I personally have eight to ten graphing calculators to use with students but many have also purchased their own. Most students use the recommended brand of calculator though I do have a few using different brands or models. I also have a Graphing Calculator emulator that can be used on the Smart Board for demonstrations.
In general the atmosphere of the classroom is productive but friendly. Most students try very hard to understand the material in the course but they have a very low tolerance for frustration. I feel students are putting less effort in to self teaching than they used to in the past, which requires the instructor to spend more time on skills they could have figured out themselves.
· Plan actions and analysis
The needs assessment will be done in class or in after school tutoring when it involves the students. I will conduct the survey using the polling clickers I have in my room and give the calculator basics assessment to a small group of them. The rest of my needs data will come from Pasco Star reports that I can pull from out district database. The data from these devices will provide direction for the instructional design of the program.
Tally of Technology available to Student
Graphing Calculator Ownership or Borrowed from School Program
Type | Algebra 2 | Geometry | Total |
none | |||
Texas Instrument Ti-84/plus | |||
Texas Instrument Ti-Inspire | |||
Texas Instrument Ti-83/plus | |||
Texas Instrument (85,86,89,92) | |||
Casio | |||
Other Graphing Calc | |||
Total | 112 |
Survey: Problem Identification
Please rate the following statements on a scale of 1 to 10 and enter your numeric response in the CPS response pad.
1. I feel that I am able to use my calculator in class without assistance.2. I am comfortable with paper-pencil work and don’t need to use a calculator in class.
3. I feel that calculators are to complex.
4. I cannot use my graphing calculator to graph
5. I can use my calculator to do the four basic function of add, subtract, multiply and divide.
6. I am frustrated when I miss a step or get an error.
7. I don’t think I will be able to use the calculator to solve problems.
8. I can graph a line or function on my calculator.
9. I can use my calculator to convert decimals and fractions.
10. I enjoy using a calculator in class
11. The best thing about the calculator is that I can play games.
12. I feel the calculator is a useful learning tool.
13. I know what most of the buttons on my calculator are for.
14. I know how to change the settings on my calculator for different problems.
15. I know how to use a computer with my calculator to load programs and system updates.
Basic Skills Questions: Performance Assessment
Small group sample of 5 students randomly selected from Algebra 2 class. I asked the following questions and had the student demonstrate on calculator the skill. This is just a sample of the things they need to be able to do with their calculator in a math course.
1. Turn on Calculator and turn off.2. Change the brightness of your screen
3. Set the calculator to round all answers to 5 decimal places
4. Change the decimal -3.45 into a improper fraction
5. Square 17.6 and square root 1876.4
6. Take the third root of the number 79.6
7. Turn on the Axes on your graph and set your screen to standard
8. TYPE
on your home screen and get an answer9. Graph the equation
in your calculator and set an appropriate window10. Clear and Reset your calculators memory
Demographic Data Inquiry: Client Identification
The data collected here will be from Pasco Star and will clarify some of the basic instructional needs of the students in the classes.
Information | Percent |
FCAT reading Level 1 | |
FCAT reading Level 2 FCAT Reading Level 3-5 | |
FCAT Math Level 1 FCAT Math Level 2 | |
FCAT Math Level 3-5 | |
Students w/Disabilities Gifted Students | |
ESOL Students | |
Students w/504 EP | |
Migrant Free/Reduced Lunch |
Demographic | Percent |
Male | |
Female | |
White | |
Black | |
Hispanic | |
Asian/Indian | |
Multiracial | |
Summary of Needs Assessment Outcome:
Type | Algebra 2 | Geometry | Total |
none | 16 | 22 | 38 |
Texas Instrument Ti-84/plus | 63 | 1 | 64 |
Texas Instrument Ti-Inspire | 15 | 1 | 16 |
Texas Instrument Ti-83/plus | 5 | 0 | 5 |
Texas Instrument (85,86,89,92) | 1 | 0 | 1 |
Casio | 4 | 0 | 4 |
Other Graphing Calc | 0 | 0 | 0 |
Total | 112 |
The results of the tally of technology above show that while many students in Algebra 2 have the required/recommended calculator Ti-84 or Ti-Inspire that I will have to make allowances for other technology and provide several students a calculator in class. The students who use the class calculator will be at a disadvantage of not having one at home to practice with. The Geometry students are not required to have a graphing calculator for that course so most do not. I will only be able to instruct them on the class calculators I have.
The problem identification and attitude survey has nine questions that indicate the student has a positive outlook with the calculator technology and six that would indicate they are against or uncomfortable with it. The results are listed in the table below as average of the scale scores for positive indicators and for negative indicators.
Indicators | Positive | Negative |
Q1 | 5.6 | |
Q2 | 6.9 | |
Q3 | 8.0 | |
Q4 | 7.3 | |
Q5 | 9.2 | |
Q6 | 6.5 | |
Q7 | 6.8 | |
Q8 | 7.3 | |
Q9 Q10 Q11 Q12 Q13 Q14 Q15 | 8.4 6.5 5.2 5.8 5.2 3.1 | 7.0 |
Total | 6.3 | 7.1 |
The performance assessment from the sample groups revealed overwhelmingly that there is a need for instruction in this area. While the students were able to use the HOME screen to do calculations like a scientific calculator most of them failed to be able to change settings, graph equations, set windows or reset the memory. All of these skills are basic to the operation of a graphing calculator.
The Demographic, educational background, and test information that was collected from the data website for our county results are below and indicate that there has be multi-modal instruction, that students with special needs will have to serviced and that reading is a major issue with these students. There are 61.5% of my students who are not reading at grade level standard. This almost eliminates any self-guided study that requires reading and is probably why they do not make use of the manual for the calculator. The number of free and reduced lunch student also indicates that there are several families that may not have the financial means to get their child an expensive calculator like these. There are 12.5 % of the students who are also classified as ESE students who have a support services that are prescribed in their IEP. I do have co-teachers who come in twice a week to help these students.
| Demographic | Percent |
| Male | 49 |
| Female | 51 |
| White | 50 |
| Black | 15 |
| Hispanic | 28 |
| Asian/Indian | 1 |
| Multiracial | 4 |
| | |
| Information | Percent |
| FCAT reading Level 1 | 34.8 |
| FCAT reading Level 2 FCAT Reading Level 3-5 | 26.7 38.4 |
| FCAT Math Level 1 FCAT Math Level 2 | 6.3 22.3 |
| FCAT Math Level 3-5 | 71.4 |
| Students w/Disabilities Gifted Students | 4.5 |
| ESOL Students | 0 |
| Students w/504 EP | 3.6 |
| Migrant Free/Reduced Lunch | 0.9 12.5 |
Goal Statement:
The goal of this program is to bring all students to a minimal level of competency in using graphing calculators. This will facilitate teaching using the technology for problem solving throughout the year. All students will be able to operate their graphing calculator for a multitude of mathematical uses in class.
Entry Competencies:
- · Desire to improve skills with the technology
- · General verbal and mathematical knowledge from Algebra 1
- · Listening skills and Note-taking skills
- · Access to a graphing calculator
- · Willingness to work with others in classroom groups to solve problems
Learner Interview Summary:
I interviewed two students who were on opposite ends of the spectrum in using graphing calculators. The first student has very little experience and has a lot of difficulty following along with lessons. The second loves his calculator and performs many things on it without any direction at all but what he likes most is that he can load games on it to play. Student one indicates that he doesn’t like math or the calculator and he would rather not do either. He says that the calculator never works right for him and he would like to stomp on it. These comments indicate that the technology is a source of great frustration which could be alleviated by instruction. The other student feels that he can do almost anything with his calculator and hates to have to show work on paper because for a grade. This student needs to learn to balance the calculator with the need to be able to do without it. When asked if the goals of my instructional program where important for the class, each thought that it would help everyone to get down the basics of the new tool.
Learner Description:
- Prerequisite skill and Knowledge
· All can use a 4 function calculator, Most can operate a scientific calculator
· Algebra 1 complete for Geometry students
· Algebra 1 & Geometry students for Algebra 2
- Attitudinal and Motivational characteristics
· Many have an interest in technology but some are fearful
· Many are highly motivated because it seems like they are getting out of work or it’s a toy
- Prior Experience
· Have had some prior access and work with the graphing technology
· Have seen some demonstration of the capabilities of graphing calculators
· There are some extremely versatile users in class who will be annoyed that we have to wait for others, while others have never used on at all.
- Learning Styles
· This type of instruction is hands on and visual
· It will be supported with auditory, and textual cues
· I will also be supplementing with multimedia presentations from the web
Performance Context for Instruction:
Support for learners will begin by providing graphing calculators in the classroom for those students who haven’t bought them yet or can’t afford them. The Smart Board will be used to model calculator operation using the Ti-View software I have installed. It is an emulator of the calculator the majority of the students use. I will prepare contextual problems, visuals, graphic organizers (flow charts) for steps in the procedures, and provide direct vocabulary instruction. All students will receive hands-on instruction and we be assessed on their skills at the end of program. In two classes I have an ESE support facilitator two days a week to assist these students as problems arise. The site where learners will participate is a typical classroom with good lighting, seating for all, technology resources, and climate control. The online Moodle site for our school will have additional resource links for students as well as videos to review the instruction from our face-to-face classes. The schedule for this kick start program will be in the first couple weeks of the course to review previous material and orientate the students to their new technology tool. Since the program is being designed at this point the instruction currently is delayed. In the future it should begin with the review units. It should require about 20 minutes each day for 2 weeks to achieve the goals of the program. I plan on forming groups using the achievement level data from FCAT to pair students of high and low reading abilities and math. I will also consider personality and behavior issues that arise for the pairs. It will also be important to help students realize the positive and negative issues surrounding calculator use and help them transfer their skills to new applications.
References:
Shaw, T. (2003). Finding Time to Teach Tech Skills in Context. Multimedia Schools, 10(1), 41-2. Retrieved from Education Full Text database
Lohman, M., & Finkelstein, M. (2000). Designing groups in problem-based learning to promote problem-solving skills and self-directedness. Instructional Science, 28(4), 291-307. Retrieved from Education Full Text database
Niederhauser, D., Salem, D., & Fields, M. (1999). Exploring teaching, learning, and instructional reform in an introductory technology course. Journal of Technology and Teacher Education, 7(2), 153-72. Retrieved from Education Full Text database
Ostler, E. (2009). The Ti Graphing Calculator Robot. Mathematics and Computer Education, 43(2), 190-1. Retrieved from Education Full Text database
Blubaugh, W. (2009). A Course for Pre-Service Mathematics Teachers that Focuses on Mathematics and the Integration of Technology. Mathematics and Computer Education, 43(1), 41-6. Retrieved from Education Full Text database
Dewey, B., Singletary, T., & Kinzel, M. (2009). Graphing Calculator Use in Algebra Teaching. School Science and Mathematics, 109(7), 383-93. doi: 10.1111/j.1949-8594.2009.tb17869.x
Morriaon,G., Ross,S., Kalman, H., & Kemp,J. (2011) Designing Effective Instruction, 6th Ed. John Wiley & Sons, Inc.
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