W2_Reading

This week, I decided to focus on high school mathematics and technology, without concentrating on the virtual aspect. Since my action research project involves bridging the gap between traditional and virtual schools, knowledge of current practices in traditional schools is vital. I found several articles highlighting the need for authentic learning in mathematics, using technology as an impetus to enhance learning.

Bellamy and Mativo (2010) discussed how technology teachers are in a unique position to reinforce what is taught in other subjects. They emphasize taking students beyond pen and paper, rote-memorization, and mathematical process, into a world of hands-on, real-life experiences. Bringing in real-world professionals was also suggested. An example was given with respect to the Pythagorean Theorem.

Litowitz (2009) also focuses on how technology teachers are instrumental in the acquisition of mathematical knowledge. This article does a nice job of describing 5 of the NCTM Standards:

• Number and Operations
• Algebra
• Geometry
• Measurement
• Data Analysis & Probability

After each description, Litowitz offers several examples of how these concepts can be taught in a technology classroom. The following quote sums the main idea of the article:

"Standard 3, 'Students will develop and understanding of the relationships among technologies and the connections between technology and other fields of study,' further explains that technological progress promotes the advancement of science and mathematics, and that the opposite is also true" (Litowitz, 2009, p. 22).

Easing away from the focus on technology teachers and their impact on mathematic education, I find myself intrigued by Vance's (2010) article about creating high school teams of teachers to help deliver 21st Century academic skills to our students. The article provided excellent examples of how teaming can work in a typical high school where "the atmosphere or culture is often divisive rather than collaborative" (Vance, 2010, p. 20). Some examples included:

• Social studies with math, reading, and writing (Modeling in three dimensions)
• Computer Applications teachers, remediation teachers, and the librarian (Literacy and research strategies)
• Science with English and reading teachers, and the librarian (Students choose a particular element from the periodic table and personify its attributes in a job application/resume assignment)

The article suggested that we can use these teams to promote collaboration among educators which will lessen the isolation that high school teachers often feel. Further, it show stud

ents the connections between subjects and provides an opportunity for deeper learning.

Finally, I ran across an article by Fahlberg, Fahlberg-Stojanovska, and MacNeil (2007) that is applicable to traditional and virtual classrooms. The article discusses whiteboard math movies (mathcasts): what they are, why they are useful and how to create them. These movies are produced to Flash and used to provide a resource for students that is available 24/7. The movies can be made available from any computer and, potentially, from handheld devices.

Bellamy, J., & Mativo, J. (2010). A different angle for teaching math. Technology Teacher, 69(7), 26-28. Retrieved October 7, 2010, from Academic Search Premier database.

Fahlberg, T., Fahlberg-Stojanovska, L., & MacNeil, G. (2007). Whiteboard math movies. Teaching Mathematics & its Applications, 26(1), 17-22. doi:10.1093/teamat/hrl012.

Litowitz, L. (2009). Addressing mathematics literacy through technology, innovation, design, and engineering. Technology Teacher, 69(1), 19-22. Retrieved October 7, 2010, from Academic Search Premier database.

Vance, A. (2010). Interdisciplinary high school teams for 21st century academic skills. Delta Kappa Gamma Bulletin, 76(3), 20-22. Retrieved October 7, 2010, from Academic Search Premier database.