Posts tagged ‘maths’

Getting Started: Access, Interest & Barriers – maths

Yvonne introduced the project to her two groups (E3 and GCSE maths groups) fairly early on in the year. Before repeating the digital logo task from last year Yvonne felt it was important to introduce the students to the project and to the technology before asking them what they already had and what they already used. Everyone said they were happy to take part in the project. They understood taking part would involve some paperwork-filling and some questions but the focus would be on using the technology and how this would help them with their maths.

Venn Diagram

Digital Logos task

 

Entry 3 Maths Group Read more ►

An update and some maths apps

GCSE – still not using the class iPads but we are having discussions about different apps and giving them the choice about whether they want to download them themselves. recommended apps Ss have used are:

photomaths - With this app you can take a photo of an equation (it can’t be words or handwriting)). The app then gives the answer and an explanation of the steps taken to solve it.

This app has been shared by various different people. Sean (a mahts tutor) told Dionne (a GCSE student and a LSA in college) who told the GCSE group about it.

GCSE maths geometry – This app has 14 different categorgies for geometry, with 10 quesitons on each. I like this because the feedback is good – once you have completed the quiz there is a clear expanation of the right answer. This app has been recommended to the GCSE group and I know of at least one student who has paid for the app and says she’s finding it useful.

I found this by ‘playing’. I put GCSE in the app store search, this app came up & I liked it enough to recoemmned it. I like apps that are easy to use and useful. I don’t want anything where the technology is too hard and gets in the way of practicing the maths. Read more ►

Maths apps and BYOD vs paper dominoes

Three of the students from the E3 maths group have downloaded the Penguin Jump Maths Free Game onto their own phones and I have observed them using this in class, competing with each other, while they wait for me to start class! This is a great app because it covers all the four basic rules, the students can pick what they want to practice and they get to complete a race on the iPad and then keep track of the time it takes to do the game and compete with others in this way.

In one session I gave them an option to practice by playing a paper dominoes game or by playing maths games on the iPads and the whole class chose to use the iPads over the paper activity.

 

 

New Year reflections

Maths GCSE: Yvonne’s reflections

I have only used the iPads once in the class. It’s not feeling so ‘easy’ to bledd the use of the class iPads into the sessions as it is with the lower level group. I’m not sure if it’s because they have and use technology themselves already for work, but I don’t know if they are using it to support their maths. It’s not a novelty (which it is to the E3 group). This is an evening class, all students have been at work all day (and work full time) and come straight to class. I had wanted to use them this week, but it was a very intensive lesson so with 30 minutes of the class remaining I finished the class early as they had worked hard and I could tell they had enough – although there was time I felt it wasn’t the appropriate time to bring out the iPads.

Future plans:

  • consider using math specific apps for revision. Currebntly I think this is the only way I can use them, it may change but lets see.

Maths E3

The original plan was to review the apps already on from before Xmas and to choose whether to use these again or to try to find new ones. No wifi so no choice but to use existing ones.

Reflections on the lesson:

  • students are starting to help each other
  • I think the Ss like the iPads because they think they are playing – they are learning – but think it’s great fun
  • one student chose a app that was aimed at GCSE level  and she had a go at it and she got a couple of questions right. The student was happy to get a few right and she said she wants to do GCSE anyway so was happy to choose the app. She used the whole of the free app and then when I explained to get more questions it would cost £1.99 the student said ‘oh, I’ll look at that’. I’ll ask next week if she bought it? She is a new student who only started last week and she is very enthusiastic.
  • general feedback is that they really like the iPads and they have big smiles on their face when they see them!!
  • one student has a laptop, she won’t bring it into college because it’s heavy and bulky and she’s scared someone will steal it. She is now thinking about buying a tablet (after using them in class) because it’s lighter, smaller and easier to carry around. She said if she got one she would bring it into college. It will be interesting to see if this happens

Future plans:

  • Tell the students that there is a limited budget and which free apps do they like best and which do they want to upgrade to the full paid version. This will have to be a class decision – bringing literacy (debate) into the maths class.

Cert Ed/PGCE: Cathy’s reflections

Often during lessons I will say something about how amazing Twitter is, and link this to the lesson. I have also introduced the teacher ed Facebook page to the group and promoted this. During class today a student told me that since I’ve been doing this she has started looking at the Twitter feed on the VLE page and has ‘liked’ the facebook page and has found some interesting articles. Others agreed that these things were about offering opportunities for ss to make their own decisions about whether to use or not.

 

student and tutor feedback: discussion

Maths

A common theme to emerge from the interview with the maths tutor and the student forum is the link between confidence, maths and technology. The tutor is very aware of her student needs and the level of support they need in developing their maths skills, and while she is keen to ensure technology is used to add variety and support student independence she is also aware that lack of confidence in the technology itself can be a barrier.

For the tutor, being part of this project has provided her with a space to take risks and try something new with her students. The feedback from the students has given her the confidence in continuing with using the technology and embedding it into her classroom practice.

Teacher Education Read more ►

student forum: maths

The maths tutor introduced me & reminded the students about how using iPads was something new for her this year. I introduced the ethics form and the students signed the consent forms.

On the IWB I had a Google Docs displayed with three main headings:

  • What have you used iPads for?
  • What would you like to use them for?
  • What are the barriers to using the iPads for learning?

I typed notes directly into the document so that the students were able to see how their contributions were being recorded. The following themes came out of the discussions:

Ease of use Read more ►

interviews: maths tutor

We started the discussion reviewing the tutor’s initial ideas in taking part in the project.

Her aims in taking part in the project were:

  • to introduce how the internet works (to show that there is a LOT of useless information) & evaluate maths games and quizzes.

Confidence to Get Started Read more ►