VIEWS: 9 PAGES: 23 POSTED ON: 4/2/2011
Linear Algebra meets the Web Video Footage to Follow Question The purpose of this study is to determine whether students will apply knowledge of algebra acquired in teacher directed instruction, to effectively solve real world problems when given the opportunity to make web pages and video of their solutions. Prior Knowledge Constructivist Approach with real world problems Flies in the Face of Todd Oppenheimer’s beliefs on technology Roy Pea is happy with our use of affordances in the form of calculators and computers to aid calculation and the forming of the web pages Research The TIMSS study show that internationally higher order math skills are taught earlier and with more rigor than programs in the U.S. Stats Only 1 percent of U.S. high school seniors elect to take Advanced Placement calculus. We cannot as a nation depend on the math abilities of only 1% of the population Solve •M= monthly payments •P=amount borrowed •i= interest rate •N= number of payments •Find M when •P= 15,000 •i= 7.5% •N= 60 Car Loan Calculation Problem Based learning guide on Car Buying P= 15,000 i= 7.5% N= 60 Learning By Teaching Students are given basic instruction in Linear Algebra Students then work out solutions to common everyday problems that could be solved with basic linear equations. They create video’s of verbal instructions as well as web pages containing similar instructions giving their solutions a multiple learning styles twist Research Bandlow’s and the TIMSS database show that US students study algebra at a later age than foreign students and fewer of the them go onto higher levels of mathmatics. Starting sixth grade students on basic algebra concepts is therefore not cognitively out of their reach since students their age and younger already study algebra routinely in other countries. Focus Grasshopper Will having students create algebra solutions for everyday problems and then building WebPages and video explaining how to use the algebra solutions to their peers increase student abilities to use linear equations to solve other problems? If students read webpage instructions and watch video explanations of how to do linear equations created by other students, will this increase their ability to solve word problems using linear equations? Will students better understand algebra concepts after having created web page and video that give the solutions to common everyday problems? Are the technology tools sufficiently mature to allow students to easily build WebPages and create video explanations of algebra solutions Students create video instructions Independent Variable Students will be able to apply knowledge of linear equations to real world problems through video and web creation. Research Problem: It is the purpose of this study to determine the effects of student video and web page creation on the understanding and application of linear equations to real world problems. Hypothesis: The use of student created video and web pages will improve the understanding and application of linear equations to real world problems. Dependent Variable Learning how to work linear equations in traditional lecture- based classroom Variables Assessment Questionnaire All students were given a Likert- style questionnaire. The questionnaire queried student perception of success for math in general and specific math concepts. Student response choice was: Never, Sometimes, Most of the Time and Always. Students will also complete a questionnaire asking questions about algebra. Students also completed a table to determine, room assignment, gender and a question to determine whether students were ready to start algebra instruction. Sat9 scores from 5th grade will be added by the teacher. Pretest / Posttest : All students will be given a pre-algebra test written by middle school teachers to determine how well students compute algebraic equations. The test is not timed. Students could use no calculators during the test. Instruction Initially, all students will have teacher directed instruction, in a lecture format that outlines the basic methods of solving problems using linear equations. The teacher will utilize the overhead projector and the student text to present information. The National Council for Teachers of Mathematics agrees that in order to make connections, students must have activities such as translating verbal information into symbolic expressions and equations that often involve functions. (NCTM) Timeline Timeline Week 1-3 Week 4-8 work on simple Week 9 student review and Basic Instruction on Word problems and build Edit each others work Linear Equations web pages and videos Resources Math book Internet Service Students white boards Provider supplies for writing Digital/Video camera 13 computers WORD FrontPage Windows Movie Maker iMovies Data Sampling method would be Comprehensive using both of our two classes. Data collected would be a survey on what algebra is and what it is used for. This survey will be informational in looking at individual results. A Empire Union school district multiple measure test will be given as a pre and post test to all students. We will also look at last years algebra test and Sat 9 scores in the Algebra area and data collected in the world research project called TIMSS. The TIMSS data will allow us to compare our students with those in the world. Go for Gold Each group will have a leader that is trained to save web files into the appropriate folder on our network. The other student tasks will be video production, web animations, and editing text and equations on the web pages. Everyone in the group needs to have a definitive job that they are held accountable for in building their overall instruction set. The management of these groups is crucial to the study as this is the first place that peer to peer instruction will be utilized intensively. Students will teach others in their group how to create and save web pages. At this time peer tutoring in basic areas has been shown to greatly enhance learning (ALLSOPP) They will become the teachers for their groups and the groups. Students will instruct the rest of the class. Each group will choose a real world problem. Students will solve this problem using a linear equation. Step 2 Students will teach others in their group how to create and save web pages. At this time peer tutoring in basic areas has been shown to greatly enhance learning (ALLSOPP). They will become the teachers for their groups and the groups will teach the rest of the class. I believe the use of video will engage students and encourage them to refine the instruction of others in order to produce a clear and concise video explanation using the equation they create. Discrete Skills My job will be to make sure I have helped them get all the mini skills that help build the equations. Praziale’s modeling of sequencing skills that build and interconnect with each other seems to exactly fit the model I am building (Praziale 97). Having done previous assessments on students we will setup objectives that help them learn what they need to know in the way of discrete mathematical skills. We will compare this phase with a pre and post test taken in my class and my partner’s class who is not using computer based instruction. Many researchers have found that 6th grade students aren’t ready for algebra yet in other countries algebra is a standard subject. The difference is thought to be preparation and instruction (Bandlow 69) . Problem based learning involves students answering question of real world applications and a choice in what they are trying to solve. Both of these ideas go along with the only programs that have shown strength and rigorous review of experts, "Full Option Science System," developed by the Lawrence Hall of Science, University of California-Berkeley, and "Science and Technology Concepts for Middle School," developed by the National Science Resources Center, Smithsonian Institution/National Academies. These two systems use an inquiry centered activities with fewer topics covered in direct instruction (Bandlow). My hope is two fold in the area of web page publishing. One, I believe that knowing that others are going to be reading and watching their work, students will conscientiously review and edit their work. Therefore students will be conscious of the fact that their equations work and that their instructions are easily understood. This should lead to an internalization of information and skills (Parizale 96). This leads to my second goal being that they will get a cross curricular benefit in writing. Student writing in mathematics is a sorely overlooked area.
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