Paperless Math blogs
https://paperlessmath.com/blog
enFifteen Paperless Math Strategies
https://paperlessmath.com/content/fifteen-paperless-math-strategies
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p>John T Spencer has fifteen ideas on <a href="http://www.johntspencer.com/2011/06/fifteen-paperless-math-strategies.html" target="_blank">paperless math strategies on his blog</a>.</p>
<p style="margin-left: 40px;"><em><strong>#1 - Critical Thinking</strong><br /><strong>Description:</strong> Students answer critical thinking questions such as, "Are numbers neutral?" or "When are decimals less accurate than fractions?" The goal here is for students to go deeper into thinking conceptually about the math they use. For additional ELD support, I've found that definitions work well here as well as digital sentence strips to help scaffold the vocabulary.<br /><strong>Grouping:</strong> This can work individually or in groups. One allows for more introspection while the other creates a greater sense of dialogue.<br /><strong>Tech Tools:</strong> blog, form, shared document<br /><br /><strong>#2 - Vocabulary</strong><br /><strong>Description:</strong> When introducing new words, I like to have students keep a vocabulary blog, where they can list the vocabulary word, find a picture (either draw one and take a picture of it or find one online), use it in a sentence and then use the labels for synonyms. Later, I have students answer critical thinking questions that require them to use this math language. Or they can create a short podcast using their vocabulary blog as an additional support.<br /><strong>Grouping:</strong> This can work in pairs or small groups, but the blog should be individual.<br /><strong style="line-height: 1.538em;">Optional Tech Tools:</strong><span style="line-height: 1.538em;"> blog</span></em></p>
<p style="margin-left: 40px;"><a href="http://www.johntspencer.com/2011/06/fifteen-paperless-math-strategies.html" target="_blank">Read more.</a></p>
</div></div></div>Fri, 14 Jun 2013 16:22:39 +0000David Wees34 at https://paperlessmath.comhttps://paperlessmath.com/content/fifteen-paperless-math-strategies#commentsThe (nearly) paperless classroom
https://paperlessmath.com/content/nearly-paperless-classroom
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p>Check out <a href="http://davidwees.com/content/nearly-paperless-classroom" target="_blank">these ideas on my other blog</a> on ways to make your math classroom (nearly) paperless:</p>
<p style="margin-left: 40px;"><em>I've been reading about people trying to implement a paperless classroom, and it occurred to me that there are plenty of things you can do to implement this type of classroom, without using a lot of technology. You don't need a 1 to 1 laptop program at your school to make it a (nearly) paperless classroom...</em></p>
<p style="margin-left: 40px;"><a href="http://davidwees.com/content/nearly-paperless-classroom" target="_blank"><em style="line-height: 1.538em;">Read more</em></a></p>
</div></div></div>Fri, 14 Jun 2013 16:19:29 +0000David Wees33 at https://paperlessmath.comhttps://paperlessmath.com/content/nearly-paperless-classroom#commentsEssential tools for math teachers
https://paperlessmath.com/content/essential-tools-math-teachers
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p>I've moved country a fair number of times and had to bring my teaching supplies with me. I started collecting my own supplies when I taught in NYC, and my collection has grown over the years. What follows are some of the essential tools I use when teaching middle school and high school mathematics.</p>
<p> </p>
<p><strong>A graphing calculator</strong></p>
<p>These devices let students quickly generate graphs, do calculations on lists of numbers, and a huge amount of other mathematical operations. I tend to focus on the things we can do with the mathematics we know, and treat mathematical calculations as tools for solving problems. As far as I know, so far no single computer program is as easy to use and does as much as the modern graphing calculator.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20001.png" width="500" /></p>
<p> </p>
<p><strong>Decks of cards</strong></p>
<p>You can use these in probability simulations, learning mathematical card games and tricks, or just choosing which group is going to present next.</p>
<p><img alt="Decks of cards" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20002.png" width="500" /></p>
<p> </p>
<p><strong>Dice</strong></p>
<p>We use dice for more probability simulations, choosing partners for groups (occasionally, I usually let students choose their own group members), and playing board games. Yes, we play games in math class.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20004.png" width="500" /></p>
<p> </p>
<p><strong>String</strong></p>
<p>Whether you are using the string as a tool for more interesting mathematical phenomena (like pendulum motion), using it to tie parts of a project together, or studying the pattern of knots tied in the string, this is an invaluable tool in mathematics class.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20005.png" width="500" /></p>
<p> </p>
<p><strong>Scissors and rulers</strong></p>
<p>I have a class set of these very useful devices. Being able to construct models from shapes cut out of paper helps bring mathematics alive for students.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20006.png" width="500" /></p>
<p> </p>
<p><strong>Compass and protractor</strong></p>
<p>I also have a class set of a compass and protractor. I ask students to buy one of each of these things as part of their supplies for class, but provide them for students as well. I don't want my lesson floundering because some 13 year old forgot his supplies for class...</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20008.png" width="500" /></p>
<p> </p>
<p><strong>Golf (and other similarly bouncy) balls</strong></p>
<p>You can bounce them, roll them down inclines, and throw them through the air. All of these result in interesting mathematical models for students to inspect and analyze.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20009.png" width="500" /></p>
<p> </p>
<p><strong>Beads</strong></p>
<p>These are great for counting, using as markers, keeping track of positions of frogs jumping past each other on lily pads, and loads of uses I haven't even thought of yet.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20010.png" width="500" /></p>
<p> </p>
<p><strong>Long measuring tape</strong></p>
<p>I have 8 of these. At one point I had 10, but they are such an incredibly useful device, they sometimes go missing. I use these to test the Pythagorean theorem out on the soccer field, or apply trigonometry to finding heights of things, to testing that our measures of distances using parallax are accurate. I can't imagine not having these measuring tapes, they've been to 4 different countries with me. When my wife (while we were packing for Thailand) asked me if I <em>really</em> needed these, I just gave her the most incredulous look. Of course!</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20012.png" width="500" /></p>
<p> </p>
<p><strong>Paper clips </strong></p>
<p>It's amazing what you can do with paperclips if you see them as something other than a paper clip. Sure, I use them to hold pieces of paper together, but I have also used them to pick locks on filing cabinets when the key went missing with the previous teacher, construct 3d models, and twist into interesting mathematical shapes.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20014.png" width="500" /></p>
<p> </p>
<p><strong>iPhone (video camera)</strong></p>
<p>I love the fact I always have a regular camera and a video camera on me at all times. It also doubles as a way to retrieve information from the Internet which is handy when having a discussion where you really want to be right. Being able to capture moments from my classroom as they happen is awesome.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20017.png" width="500" /></p>
<p> </p>
<p><strong>My laptop</strong></p>
<p>I've had access to a computer in my teaching since the very beginning, and I wouldn't have it any other way. I used it at first for research for lesson ideas, and for collecting resources for class, but am now using it to connect to other mathematics teachers from our global community. The fact it also includes Google Apps, Geogebra, video and image editing, and a host of other applications is just bonus.</p>
<p><img alt="Graphing calculator" height="335" src="/sites/default/files/Mathematics%20Teaching%20Tools%20018.png" width="500" /></p>
<p> </p>
<p><strong>What essential tools are in your teaching kit?</strong></p>
<p> </p>
<p> </p>
</div></div></div>Tue, 16 Aug 2011 03:39:40 +0000David Wees19 at https://paperlessmath.comhttps://paperlessmath.com/content/essential-tools-math-teachers#commentsComputer programming instead of calculus?
https://paperlessmath.com/content/computer-programming-instead-calculus
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p>I read an article one time which questioned why we choose calculus to be the top of the math pyramid in school. Basically, most of the mathematics students learn once they master the basics aims toward preparing the students to take calculus at the end of K-12 school. The article I read suggested that statistics instead of calculus should be at the top because it is much more practical to real life than calculus is.</p>
<p>We deliberately choose calculus to be at the top because we want our society to produce more engineers and scientists. This helped produce a generation of engineers and scientists.</p>
<p>However, although engineers and scientists are still needed, the US Department of Labor predicts that neither engineers nor scientists will be in the fastest growing jobs in the future. They have predicted the 30 fasted growing jobs in the United States and there is something interesting about the list. <a target="_blank" href="http://www.bls.gov/news.release/ooh.t01.htm"><strong>5 of the jobs</strong></a> involve the use of computers. Jobs number 25, 24, 23, 4, and 1 all include the significant use of computers in a highly technical fashion. In fact all 5 of these jobs require computer programming skills to some degree.</p>
<p>So I propose that we make computer programming skills should be at the top of the list. This way we will be preparing our students for careers in the future rather than the careers of the past.</p>
<p>Now we will still end up producing engineers and scientists because there is a huge overlap between the mathematics required to master calculus and the skills required to master computer programming. We will end up producing a lot people who are totally capable of programming a computer. Students who do not end up completing the stream will still end up having a very good understanding of how a computer works, which is obviously going to be an advantage in the future anyway.</p>
<p>I suspect that the current stream of math would end up diverging just after algebra. It would end up involving a lot more number theory and logical reasoning and a lot less graphing and physics based mathematics (except for the stream of students interested in game programming). I don't know that students would find this much more interesting, but at least it would pretty easy for them to use the math they were learning and use it in direct applications involving their favorite technological devices.</p>
<p>Maybe kids might enjoy math more? </p>
</div></div></div>Tue, 16 Aug 2011 03:35:32 +0000David Wees18 at https://paperlessmath.comhttps://paperlessmath.com/content/computer-programming-instead-calculus#commentsMathematics Education: A Way Forward
https://paperlessmath.com/content/mathematics-education-way-forward
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p style="font-size:smaller;"><b>Population × Bad curriculum <sup>Multiple generations</sup> = Functionally innumerate population</b></p>
<p> </p>
<p>The objective of good math teaching should not be to "cover the curriculum" but to show students how to explore our fascinating and beautiful world through the lens of mathematics. We must change our focus in math education from a focus on a largely irrelevant and uninteresting set of learning objectives to a focus on making math relevant and engaging for students.</p>
<h2>What's wrong with this picture?</h2>
<p>Start by checking out <a href="http://www.ccl-cca.ca/cclflash/numeracy/map_canada_e.html">this graphic</a> from the <a href="http://www.ccl-cca.ca/">Canadian Council on Learning</a>.</p>
<p>Statistics Canada defines numeracy as "<em>[t]he knowledge and skills required to effectively manage the mathematical demands of diverse situations.</em>" It is clear from the <a href="http://www.ccl-cca.ca/cclflash/numeracy/map_canada_e.html">CCL diagram</a> that we are <b><em>failing miserably</em></b>!</p>
<p>I believe this is because of the way we teach mathematics as a series of computations rather than a tool for solving open ended and interesting problems. Specifically we spend far too little time in mathematics education giving students opportunities to learn problem solving and pattern finding. More importantly, too little of the mathematics we learn is situated in a useful context for students and as a result our mathematics curriculum is unmotivated in the eyes of the people learning it. As high school math teacher Dan Meyer said in his <a href="http://www.youtube.com/watch?v=BlvKWEvKSi8">TED talk</a> , “<em>I sell a product to a market that doesn't want it, but is forced by law to buy it.</em>”</p>
<p>In his essay “<a href="http://www.maa.org/devlin/LockhartsLament.pdf">A Mathematician’s Lament</a>” Paul Lockhart says,</p>
<blockquote><p><em>“I don’t see how it’s doing society any good to have its members walking around with vague memories of algebraic formulas and geometric diagrams, and clear memories of hating them.”</em></p></blockquote>
<p>We have many people who have learned school math, but don't apply it to their lives and hated learning it. Why do we think this is useful?</p>
<p> </p>
<p>The importance of relevance in teaching mathematics cannot be over-stated. How often are mathematics teachers asked “<em>Why are we learning this?</em>” The reasons “<em>you will use this in college</em>”, “<em>it is going to be on the test</em>” or “<em>this is useful in engineering</em>” are not relevant to most K to 12 students. Therefore many students disengage from learning mathematics because of unsatisfactory answers to their reasonable question, and we end up using methods of coercion to force them into learning an unsatisfying curriculum.</p>
<p>For further reading on this issue, I strongly recommend <a href="http://www.k12math.org/doclib/4pillars.pdf">The Four Pillars Upon Which the Failure of Math Education Rests</a> by Matthew A. Brenner.</p>
<h2>A New Frame</h2>
<p>One immediate place we can make a change is to start by re-examining the structure of the curriculum. Currently, we have a structure where mathematical computations are at the centre of the curriculum.</p>
<p><img alt="" src="http://paperlessmath.com/sites/default/files/image003.png" style="width: 624px; height: 446px; " /></p>
<p>Here the context of mathematics is added, almost as an afterthought, often in the form of poorly designed word problems contained in textbooks. <a href="http://www.amazon.co.uk/Pearson-Baccalaureate-Mathematical-International-Editions/dp/043599431X">As a textbook writer</a> myself, I know the inherent difficulties in designing these problems, and the impact the focus on computational structure has on the decisions that are made behind the scenes.</p>
<p>I propose a structure for constructing mathematics curriculum to ensure that it is relevant. Instead of computations at the centre of the curriculum, let’s put the relevancy or the “real world” at the centre.</p>
<p><img id="Picture 4" src="http://paperlessmath.com/sites/default/files/image004.png" /></p>
<p>The world is full of mathematics which is interesting. The forms of trees are the result of fractal branching patterns. A small snail shell spirals in a sophisticated and beautiful mathematical pattern. Deep mathematics resides in the large-scale structure of the universe. Everything we look at has a mathematical structure.</p>
<h2>Simple Ideas for Making Mathematics Relevant</h2>
<p>Here are few suggestions so you can begin to make the transition to a real-world centered curriculum. If you have other ideas, please add them in the comments below.</p>
<ul><li><a href="http://www.flickr.com/photos/65802285@N06/sets/72157627315240968/">Photos of mathematical ideas</a> require a bit of work and creativity to make useful, but the newspaper is full of examples of mathematics in context.<br /> </li>
<li>Grocery flyers provide ample opportunities to practice percents.<br /> </li>
<li>Instead of a worksheet on adding change, give students actual change to count or have them work in the school store.<br /> </li>
<li>Cooking involves proportions and fractions.<br /> </li>
<li><a href="http://davidwees.com/content/making-mathematics-fun">Determining whether (or not) your catapult will hit the target</a> involves trigonometry and quadratic functions.</li>
</ul><p> </p>
<p>Join this <a href="http://www.flickr.com/groups/1485054@N25/">Math in the Real World Flickr group</a> to find and share more ideas. Check out the <a href="http://twitter.com/#!/search/%23realmath">#realmath</a> hashtag on Twitter where math teachers are sharing other ideas regularly.</p>
<h2>Resources for Boosting Engagement</h2>
<p>While relevant mathematics is an important part of the restructuring, it is not the only mathematics I would teach. There are thousands of mathematical ideas which lack meaningful relevance to the world but which are highly engaging.</p>
<h3>Problem solving</h3>
<ul><li>Use problems like the <a href="http://en.wikipedia.org/wiki/Seven_Bridges_of_K%C3%B6nigsberg">Bridges of Königsberg problem</a> to help students develop mathematical patience and learn how to overcome frustration. As an added bonus, your students will learn that not all problems have solutions.<br /> </li>
<li>Gordon Hamilton, of <a href="http://www.mathpickle.com/K-12/Videos.html">Math Pickle</a>, <a href="http://www.youtube.com/watch?v=3sN3dEVeMb8">suggests another approach</a>. He has created activities which allow students to explore difficult mathematical problems and learn that mathematics is an activity in which we experiment and explore ideas.<br /> </li>
<li><a href="http://projecteuler.net/">Project Euler</a> describes itself as "<em>a series of challenging mathematical/computer programming problems that will require more than just mathematical insights to solve.</em>"</li>
</ul><h3>Technology</h3>
<ul><li>Simulations and interactive diagrams make understanding difficult concepts in mathematics a lot easier. I've found the <a href="http://amath.colorado.edu/java/">Mathematics Visualization Toolkit</a> distributed by the University of Colorado to be exceptionally useful in sharing complex diagrams with students. The <a href="http://demonstrations.wolfram.com/">Wolfram Alpha demonstrations project</a> includes thousands of useful online models for math and science. Check out <a href="http://davidwees.com/content/geogebra-simulations-math">this interactive diagram here</a>, created using <a href="http://www.geogebra.org">Geogebra</a>.<br /><br /><applet archive="geogebra.jar" code="geogebra.GeoGebraApplet" codebase="http://www.geogebra.org/webstart/3.2/unsigned/" height="400" mayscript="true" name="ggbApplet" width="500" id="ggbApplet"><br /><param name="ggbBase64" value="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" /><param name="image" value="http://www.geogebra.org/webstart/loading.gif" /><param name="boxborder" value="false" /><param name="centerimage" value="true" /><param name="java_arguments" value="-Xmx512m" /><param name="cache_archive" value="geogebra.jar, geogebra_main.jar, geogebra_gui.jar, geogebra_cas.jar, geogebra_export.jar, geogebra_properties.jar" /><param name="cache_version" value="3.2.44.0, 3.2.44.0, 3.2.44.0, 3.2.44.0, 3.2.44.0, 3.2.44.0" /><param name="framePossible" value="false" /><param name="showResetIcon" value="false" /><param name="showAnimationButton" value="true" /><param name="enableRightClick" value="false" /><param name="errorDialogsActive" value="true" /><param name="enableLabelDrags" value="false" /><param name="showMenuBar" value="false" /><param name="showToolBar" value="false" /><param name="showToolBarHelp" value="false" /><param name="showAlgebraInput" value="false" /><param name="allowRescaling" value="true" />Sorry, the GeoGebra Applet could not be started. Please make sure that Java 1.4.2 (or later) is installed and active in your browser (<a href="http://java.sun.com/getjava">Click here to install Java now</a>)</applet></li>
<li>Multimedia is a drastically under-utilized resource in most mathematics classrooms. I've had students create their own videos to explain their solutions, explain a concept, describe a problem, and <a href="http://davidwees.com/content/turning-math-word-problems-math-video-problems">even replace traditional word problems</a>. Look at this example of a student explaining lines of best fit.<br /><br /><iframe frameborder="0" height="375" src="http://player.vimeo.com/video/7355306?title=0&byline=0&portrait=0" width="500"></iframe><p><br /> </p></li>
<li>For hundreds of other examples of kids explaining concepts via video, check out <a href="http://mathtrain.tv">MathTrain.TV</a>, a tutorial resource built by 6th grade students.<br /> </li>
<li>The <a href="http://www.computerbasedmath.org/">Computer Based Math project</a> is "<em>a project to build a completely new math curriculum with computer-based computation at its heart—alongside a campaign to refocus math education away from historical hand-calculating techniques and toward relevant and conceptually interesting topics.</em>"<br /> </li>
<li>Even traditional practice exercises can often be turned into more interesting problems. One popular activity with students is to draw something, for example a robot, and then determine how to create their drawing with mathematical functions.</li>
</ul><p>One time a student created a graph requiring 187 different equations of lines. When I asked him why he did so much work, he responded, "I really liked my robot, and I wasn't willing to change it just because it was more work." I'd really like to hear this more often from students, wouldn't you?</p>
</div></div></div>Tue, 16 Aug 2011 03:24:09 +0000David Wees17 at https://paperlessmath.comhttps://paperlessmath.com/content/mathematics-education-way-forward#commentsWelcome to Paperless Math
https://paperlessmath.com/content/welcome-paperless-math
<div class="field field-name-body field-type-text-with-summary field-label-hidden"><div class="field-items"><div class="field-item even" property="content:encoded"><p>This site is a resource for teachers who want to move away from the a more traditional <em>analog</em> approach to teaching math, and learn about an exciting new <em>digital</em> way of teaching math. Our objective here is to both provide resources, tools, and support in converting to a digital math classroom, but also to provide a framework for evaluating new technologies yourself, and deciding if the technology is worth using to help improve student learning.</p>
<p>We focus on using technology in a pedagogically sound way, and being able to evaluate the use to ensure that students are gaining knowledge and connecting ideas from the exposure, rather than just being entertained.</p>
</div></div></div>Sun, 17 Jul 2011 00:04:46 +0000David Wees1 at https://paperlessmath.comhttps://paperlessmath.com/content/welcome-paperless-math#comments