Unit Goals
The purpose of this project is to provide students with the skills required using graphing technology devices like the Ti-84 or Ti-Inspire calculator so that they can successfully problem solve in their mathematics courses. Graphing Calculator is used in all courses Algebra 2 and above in Pasco County Schools, so it is necessary to teach the students how to operate them efficiently and effectively. My course will be conducted within my classroom with support of Pasco County’s Moodle system where I have a site for each of my Mathematics courses.
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 mathematical functions and be able to demonstrate the nine processes listed here.
1. Students will be able to adjust the basic settings on their calculator and know which are appropriate to change when using.
2. Students will be able to perform all Home screen operations for evaluating mathematical expressions
3. Students will demonstrate using the MATH menu for operations that are not on the keyboard.
4. Students will use the Graphing Menus and know how appropriately graph several types of functions.
5. Students will use the Matrix menu and perform operations with matrices on the Home screen.
6. Students will perform operations in DMS with Angle menu.
7. Students will use the STAT menu to find and graph several regressions for data
8. Students will demonstrate use the PGM menus to write, exec and transfer programs
9. Students will access and use several useful applications in the APPS menu and be able to associate them with school or real life uses.
Instructional Rationale
I have been teaching high school math for fourteen years and have found with the requirement of using graphing technology that students are easily frustrated with the device and have trouble operating it for their course. Students will not read or use the manuals that come with the calculator because they many times do not have the background knowledge to even know where to start. An Algebra 2 level student is usually experiencing this technology for the first time and is overwhelmed by the amount of buttons, menus and functions it has available. It is my desire to get them comfortable with the basic and most frequently used operations in the first quarter of the school year so they can continue to build on that knowledge throughout the rest of my math course and in the future.
In a literature review study on the use of graphing calculators researchers determined that the core philosophies of mathematics teachers regarding Algebra and graphing technology are at odds. A “significant number of the mathematics education community who believe allowing technology to do the computations and manipulations means allowing technology to do the mathematics” (Dewey, Singletary, & Kinzel, 2009). This seems to be part of the battle I also deal with when it comes to students, they are afraid to make the change from their 4-function or scientific calculator to something significantly more powerful and useful.
Theoretical Framework
The framework will be based on the social learning theory model of learning. Social Learning is best known for the learning from others through observation and modeling. The premises of the theory involve drawing attention to the model, retention of the skill observed by mental rehearsal and practice, productions of the retained behavior and motivations to help learner sustain and repeat behavior when needed. Students will collaboratively work together in the classroom with the instructor as a model of the desired skills. They will rehearse and practice the skills on typical mathematics problems associated with the learning objective and then demonstrate their mastery on formative and summative assessments. They will revisit these skills throughout the mathematics course and have reference material to refer back to when necessary.
Learner Characteristics
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.
The Kick-Start for Graphing Calculators will occur within the traditional classroom period once a week during the first quarter of the year for students in my Algebra 2 courses. The students who have not purchased calculators my borrow mine in class or check one out from the media for the year. Our school has purchased many to alleviate the financial hardship it could cause for some lower income students. I find that once they experience success in using the device they tend to find a way to purchase one for their own. The experience will carry over to their Moodle site where I plan to provide self-assessment, video reviews and graphic organizer support for each module of the program.
Units & Objectives
Unit Plan: Basic Settings
Lesson Essential Question: What are the basic settings I need to be aware of for the operation of my graphing calculator?
Objective: Students will be able to use the Mode, Alpha, and Catalog functions of their Graphing Calculator.
Materials:
· Algebra 2 Textbook
· TI-84 Graphing Calculators
· TI-Smart View Graphing Calculator Emulation Software
· Smartboard and Projector
· Graphic Organizer for Students
· Demonstration and Example Problems
· Moodle Review Videos
· Self-Assessment and Flashcard Activities
Activating Strategy: “What You Know About Math” Video is used to build interest in the use of technology and to get learners attention on the device.
Instructional Strategies:
1. Provide students with a blank graphic organizer to record steps of the procedures, this should be kept is a section of their notebook for future reference.
2. Form collaborative Pairs throughout class considering the technical capabilities of the various students and their tolerance for frustration, and need for support. The tech guides (student assistants) that were designated in earlier training can assist pairs by circulating class.
3. Model the Mode menu of calculator describing the appropriate settings for normal use using the Ti-Smart View software and the Smartboard. Students will follow along with steps using their own or a borrowed calculator.
4. Model The Alpha Key and the lock Alpha using the same materials.
5. Model the use of the Catalog and describe its purpose on the device.
Guided Practice:
1. Students will set their calculator to appropriate Mode settings given several problems on a worksheet and describe why the setting is desired.
2. They will type a message to their partner using the Alpha Keys of the calculator
3. They will locate the Catalog menu and find several key functions listed on their worksheet.
Summary Strategies:
Have students address the LEQ in a 3 sentence summary on the worksheet before leaving class. Remind them that their Moodle site has a self-assessment, video review of the procedures and flashcard activity to use.
Assessment:
The assessment is observational in during class time, I will collect and review the worksheet and graphic organizer the students have produced during lesson. The student will receive positive feedback in class and corrective on the assignments. The self-assessment online will also provide feedback to guide student to correct answer. They will also have an attitudinal survey about graphing calculators and performance quiz at the end of unit to determine if skills have been mastered.
Materials & Activities
Video “What you know about Math” use
Graphic Organizers / Practice: Mode, Alpha- Catalog: these are also available as an attachment to the screencast video that is posted.
Self-Assessment, Flash Card and Attitude Survey are available on the students Moodle site for the course. I will attach a screen cast here for the example.
Moodle Video: http://www.screencast.com/t/kHs4KeZR
Video Reviews: Mode, Alpha, Catalog & Memory
· Basics Mode Video Part 1: http://www.screencast.com/t/6sbK46XkHQ
· Basics Mode Video Part 2: http://www.screencast.com/t/XhlvT4wQ
· Basics Alpha & Catalog Video: http://www.screencast.com/t/jv64C04W0
Implementation Strategies
The program will be implemented at the beginning of next school year because most of the skills it teaches we have already addressed in class with the students. The program will promoted with a flyer to parents and students at the beginning of year registration. It will also be available for viewing on the schools Moodle website which be provided to students at the onset of school The classroom facilities are typical but certain media equipment are imperative to the success of this program . Including media resources like a Projector, Smartboard, Graphing Calculators, Internet access, and TI-Smart View Emulator for demonstration and modeling of skills for students. Instructional material would include handouts that can be distributed to students which can be taken care of by instructor. It other teacher would like to implement or use this program with their students in the school. I could provide them with the resources and training on the calculator when we meet for our Data Chats.
Learning Assessment
Each unit will be individually evaluated by myself and the students and then improved on for future classes. I will be able to determine from the work we continue throughout the year in the Algebra Course if the Kick-Start program has had any impact on student learning with the technology. Students will answer brief surveys about each unit, practice using the self –assessments, and then demonstrate their skills with the calculator during the standard tests and quizzes from the course. It is my hope that all students gain a good foundation for problem solving with the technology as a result of this program.
References
wykaMath: What you know about Math. (2009). Retrieved Nov 13, 2010, from http://www.wykamath.com/index.php
Bass, L., Bellman, A., & Johnson, A. (2010). Teaching with TI Technology. Boston: Pearson.
Dewey, B. L., Singletary, T. J., & Kinzel, M. T. (2009). Graphing Calculator Use in Algebra Teaching. School Science and Mathematics, 109(7), 383-393.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing Effective Instruction, 6th edition. Hoboken: John Wiley & Sons, Inc.
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