Final Project Narrative

 

MY NARRATIVE

This project came from my classroom practices about incomplete homework assignments. During the school day I am there to help. However, after school, students can use and access my “Math Homework Helper Resources/Classwork Tracker” from their tool box to help them learn, do their homework, and track their progress. It is particularly important in Math that students do their homework to reinforce and practice the concepts so they can move on to the next lesson. It is just like playing with building blocks. If students did not grasp the concept(s) taught earlier, they will be lost as we move ahead. 

MY TECH IDENTITY

After this course, I am confident that I am working toward becoming a techno-constructivist to enhance my students’ learning. I totally agreed with Scott Noon’s idea that we are living in the 21^st century. We are doing disservice to our students if we do not train older teachers and new teachers to adapt and incorporate technology into our classrooms. We need to teach our students how technology can be used to enhance, help improve their learning, and prepare them for the future. If we do not make this change now, our students will be left behind and left alone to compete with the rest of the technological world and future jobs.

MY WHY

I believe that all students can learn when I provide my students with the necessary learning tools, opportunities, extra time, accommodations, and a chance to try again after they relearn or review with me or with their peers. My students not only need help with their math homework, but also with keeping track of their work. So, if I can provide them with these learning tools and offer them various resources to help them learn and practice their organization/ time management skills, they will get better and be successful in their educational journey. Then, my teaching goal is accomplished, and I am looking forward to seeing their achievements in the present and in the future.

 MY LINKS

The following “Math Homework Helper Resource List” is intended to help all students learn and reinforce their mathematical concepts or theories which have been introduced and taught in class and explore new mathematical learning materials on their own. It provides students access to various resources, tutorial videos or written materials when they complete their homework assignments or reinforce the lessons already taught in class (such as assistance before, during, or after school). It does not only provide tutorial videos but also online interactive platforms for learners to interact with.

 Moreover, the interactive interface program will provide instant feedback upon inputting the answers into the program. If the users enter the correct answer, the program will output positive comments; however, if the answer is wrong, the program will show the correct answer with detailed explanations. To access the online services, learners need to have access to the internet to use its websites or need to pay for its subscription services to have access to its online contents. There are free resources and website services available in this “Math Homework Helper Resource List.” So, learners can choose what resource list is suitable for their needs. If technology is unavailable, learners can also use textbook resources which are available for them to use in the classroom. There are plenty of trustworthy and reliable resources available out there for learning if learners know how to find them. Thus, users just need to be aware when they access online websites whether it is certified, valid, and age-appropriate for all users.

Websites and Authors

1. Desmos Studios PBC - Luberoff, E. (2011). https://www.desmos.com/calculator

2. GeoGebra - Hohenwarter, M. (2001). https://www.geogebra.org/calculator

3. Hooda Math - Edlavitch, M. (2008). https://www.hoodamath.com/

4. IXL – Mishkin, P. (1998). https://www.ixl.com/math

5. Khan Academy – Khan, S. (2008). https://www.khanacademy.org/

 

SOMETHING NEW I LEARNED

New ideas I have not thought about or conceptualized before this course include blogging and incorporating technology into my teaching. Now, I cannot wait to try out my “Math Homework Helper Resource List” and “Math Assignment Tracker” as part of my teaching. I am optimistic that my students will be able to use this technology to complete their homework assignments and keep track of their work completion. Furthermore, I like the “Exit Ticket Slip” you use daily to gauge student feelings about our classwork or how I could help to alleviate student anxiousness, etc. This makes me feel better as a human being. Thank you very much.

 

MY SUMMARY

 This “Math Homework Helper Resource List” is a tool to help learners to acquire new knowledge, reinforce and understand how to solve mathematical problems, equations, and graphing from basic concepts to high level math. Users can choose and try out these websites and determine which one is compatible and suitable for their needs. This “Math Homework Helper Resource List” is not a replacement nor a substitute for the actual certified instructors or classroom teachers. It gives learners extra math tools and resources to help them access and learn math concepts before class, during class, or after class when students need assistance after school to help with their classwork or homework. It is available twenty-four hours a day and seven days a week if users have access to the internet and its subscriptions. The “Math Homework Helper Resource” can be extremely useful and beneficial to all learners (Reg. and ELD) if they know how to access and use them correctly and appropriately. That is, in any learning websites or online learning platforms, students need to be aware and careful when accessing their search engines for their credibility and trustworthiness as learning resources. 

Learners need to apply and use their prior or acquired knowledge to either learn new concepts, theories, or just to check their work to see whether the solutions or answers to the questions are correct. Once again, it is imperative for students to use their mathematical prior knowledge and common sense to see whether the online answers from the websites make sense. To do this, they need to apply all the steps and concepts they have acquired and attained in their repertoire throughout the learning years.

Learners need to learn correctly by taking notes from licensed instructors, tutorial videos or explanations given by the programs. Besides taking down notes, learners need to apply the four strategies of word problem solving (1. Understanding the problem, 2. Make a plan, 3. Carry out the plan, 4. Check your answer) and the eight mathematical standards practice (1. Make sense of problems & persevere in solving them, 2. Reason abstractly & quantitatively, 3. Construct viable arguments & critique the reasoning of others, 4. Model with mathematics, 6. Attend to precision, 7. Look for & make use of structure, 8. Look for & express regularity in repeated reasoning) that learners need to apply and adhere to their daily learning routines as part of their repertoires while solving or tackling any equations or word problems. 

 Lastly, if the learners keep track of their work tracker and apply their four strategies of word problem solving techniques and eight mathematical standards practice as part of their learning, they will learn and achieve their learning objectives faster and better in the present and in the future. These learning routines, norms, and techniques are particularly important in learning mathematical concepts. That is, learners need to write things out and do problems step by step. It is okay to make mistakes and take these opportunities to gain experience from these mistakes. These activities of writing out and solving the equations or word problems help learners remember their solving processes of the equations and word problems. As the saying goes, “Mathematics is not a spectator sport.”

 Finally, as a reflective and caring teacher, I am a true believer that learning and grading is not black or white or just a “Game Over” concept like when you play a computer game. Learning is a process along a long continuum which one can learn and progress through time, with practice, redos/revisions, the right nurturing, and a conducive environment. As Sir Robinson eloquently stated in the Education’s Death Valley, “There are three principles crucial for the human mind to flourish: human beings are different and diverse, curiosity, and creativity.” When we allow them extra time, flexibility, and ignite their curiosity, they will show us their best creativity. Thus, learning will occur instead of fidgeting of “low-grade level of clerical work” or boring routine that they need to endure. 

My Math Work Tracker

 

 

Name: ______________________________________Class: ______________ Period: ______

 

Math Assignment Tracker*** (Quarter: 1, 2, 3, 4)

Assign Date	Type of Task	Topics (Task Descriptions)	Skyward Code Assignment (IXL#) **	Due Date	Scores*	Enter Dates of Completion (or update Score to teacher’s grade book)
			14
			13
			12
			11
			10
			9
			8
			7
			6
			4
			3
			2
			1

 

*Scores (for Online Assignment with automatic scoring): You need to score at least 80% or higher to be counted toward your Skyward grades. **Refer to the code in your Skyward grade. *** Bogad, L. (2024). Rhode Island College Professor's Concept of "Work Tracker."

My Sources:

Charles A. Dana Center. Mathematical Practice Standards. Retrieved from

https://www.insidemathematics.org/common-core-resources/mathematical-practice-standards

Edlavitch, M. (2008). Hoodamath. Retrieved from

https://www.hoodamath.com/

Hohenwarter, M. (2001). GeoGebra. Retrieved from

https://www.geogebra.org/calculator

Khan, S. (2008). Khan Academy Company. Retrieved from

https://www.khanacademy.org/

Luberoff, E. (2011). Desmos Studios PBC. Retrieved from

https://www.desmos.com/calculator

Mishkin, P. (1998). IXL. Retrieved from

https://www.ixl.com/math

Noon, S.(2000). Are You a Techno-Constructivist? Retrieved from 

https://www.educationworld.com/a_tech/tech/tech005.shtml#google_vignette

Robinson, K. (2013). How to Escape Education’s Death Valley. Retrieved

            from https://www.ted.com/talks/sir_ken_robinson_how_to_escape_education_s_death_valley?  

            language=en&trigger=5s

Final Project Voice-Podcast

 Here is the link to my Final Project -Podcast.

Final Project PK Slide Deck Link

 Here is the link to my PK Final Project Slides Math Homework Helper below:

https://docs.google.com/presentation/d/e/2PACX-1vTS2QSfOrR1cG70nen64RF7IDi3HxrLahSAJQgU7JZOiC6RC5tiCXgMOgocU6tHz_5Sx2ZQiBMj8Xyw/pub?start=true&loop=false&delayms=20000

Book Chapter Day

 

 Math and Media: Student Use Math to Track Media Bias

Summary

 Peterson stated that media bias occurs across media. For instance, according to the FAIR (Fairness and Accuracy in Reporting – a media watchdog group based in New York) looked at the front-page cover photos for one month in the three major media groups (The Washington Post, New York Time, and USA Today) “found that women were dramatically slighted.” That is, women were not featured as much as men, and females of color even have less coverage than white women except the negative coverage (victims, poverty, and drug, etc.) The chart below can show how this front photo coverage impacted and promoted various people over a number of years ago. Here is the gender breakdown for the three major media below:

Gender/Media	New York Times	Washington Post	USA Today
Women	11%	13%	30%
Men			55%

 Here is the race breakdown below:

Race/ Impact	Positive	Negative
White Men	55% Government and business
Men of color	30% Athletes	14% Criminals

 

Petterson wants readers and students to realize (or do a study) how genders and races affect the front-cover page of the media either positively or negatively. Thus, positive images tend to promote positive communities while negative images tend to tear down and reaffirm stereotyping among people of color in that community. Furthermore, students can use math (simple computation, average, and graphing) to compile media data ranging from local newspapers to magazines, etc. There are endless possibilities to use math to collect data and analyze it. Students can also use color coding/highlighting to identify and organize various data such as quoting by gender, race, government vs. non-government officials, celebrity status, justice and peace, and crime and drug, etc. Using basic math calculation to compile data can show how media impact genders, people of color, and various issues out there, etc. The result would be eyes opening and interesting to see how media and math can be used. Let us have fun learning and discovering something new or something that also exists out there.

 Reference

 Peterson, B.(2016). Rethinking Popular Culture (2^nd Ed). Math and Media: Student Use Math to 

Track Media Bias (pp. 147-148). Milwaukee, WI: Rethinking Schools Ltd.