Using Mobile Technology to Promote K ‐ 2 Mathematical Reasoning and Discourse April 12, 2016 NCTM Research Conference San Francisco, CA Presenters in speaking order: Pamela Buffington (EDC), Kelly McCormick (USM), Jo Louie (EDC), Patricia Moyer-Packenham (USU)
Session Format • Overview of the EDC ‐ Maine research ‐ practice partnership and 2 ‐ year co ‐ investigation • Emerging teacher and student outcomes – Evidence from classroom video and artifacts – Evidence from teacher logs, surveys, and interviews • Discussant’s reflections • Session Q&A and discussion
Project Background • Research + Practice Collaboratory: 5 ‐ year NSF project to bridge research and practice in STEM – National network collaborations: Develop and distribute tools & products to researchers + practitioners – Focused, short ‐ term collaborations: Convene researchers + practitioners to jointly address STEM ed challenges – Ongoing local collaborations: Build local R+ P partnerships to promote STEM ed improvement • Four themes: Cross ‐ setting learning, Formative assessment, Interactive Technologies, STEM practices • Partners: Exploratorium, U Washington, Education Development Center, U Colorado ‐ Boulder
Local Collaboration Site: Auburn, ME • District profile ‒ Northeast, small city, 3,627 students (NCES, 2013 ‐ 14) • Mathematics context ‒ low achievement in early grades ‒ 1:1 iPad implementation K ‐ 3 ‒ need for mathematics and technology professional learning • EDC, Auburn School District, & Maine higher ed (math educator) partnership formed to support district, build capacity of local researchers, and test conjectures of R+P project
Building an Equitable Research + Practice Partnership • Assemble critical partners, agreements, Design Team • Jointly identify problem • Create shared language & vision • Collectively develop solutions & research agenda • Conduct ongoing cycles of iterative co ‐ investigation • Auburn participants: ‒ 9 administrators ‒ 8 teachers (Cohort 1) ‒ 9 teachers (Cohort 2) ‒ 2 mathematics coaches (1 per yr)
Context of iPad Use Prior to Project • Primary focus on content ‐ related apps, skill and drill. Use not well integrated with instruction • Teachers lacked targeted PD to support math learning integrating 1:1 iPads with instruction. Primary focus on literacy learning. Some K PD, less for Gr 1 ‐ 2 • District policy around math app use was not centralized, little use data or analysis specific to math • Little/no PD on specific mathematical practices
Exploration of Open Math Apps Example Apps 1 – • Tools for Thinking and Representing Number Number Rack Frames • These tools/apps were integrated into the core instruction and provided in mathematics toolkit to students on their individual iPads Note 1 : The apps shown here are created by The Math Learning Center. To find out more go to http://catalog.mathlearningcenter.org/apps
Tool Use Informed by Research • Mathematics learning progressions research • Developmentally appropriate use of technology • Research – Practice Briefs
Video – Snapshot of Practice YouTube
Exploration of Recording Apps • Explain Everything TM , Show Me, Use of iPad video Selected by teachers, introduced in order to elicit and record student thinking and explanations • Used to record students’ written and verbal mathematical thinking • Used to record use of physical and virtual models
Grade 2 Student ‐ Screencast
Co ‐ Development of Research Agenda Sept – Dec 2014: • Teachers tried new strategies & apps with students • Monthly meetings to discuss, provide resources • School ‐ based co ‐ investigation teams, with new math coach, for teacher support and data collection • Discuss possible interventions and research questions
Co ‐ Investigation Plan Jan 2014: • Teachers’ hypothesis: ‒ When students record and review explanations of their own mathematical thinking, engagement and learning improve • Proposed strategy: ‒ At least bi ‐ weekly, students record and review their thinking on the iPad when solving a mathematics problem
Co ‐ Investigation Research Questions • How do teachers implement the recording strategy? • What outcomes appear to emerge – for whom and under what conditions? • What are the critical components of the strategy that may contribute to positive outcomes?
Co ‐ Investigation Process Feb – present: • 30 ‐ day iterative Plan ‐ Do ‐ Study ‐ Act cycles • Monthly co ‐ investigation meetings to share experiences, observed outcomes, and plans • Ongoing professional learning and visits from school ‐ based co ‐ investigation team members • Addition of a new cohort in summer 2015
Data Sources • Teacher online logs • Monthly PLC debriefing sessions • Monthly reflection surveys • Student artifacts: iPad recordings • Classroom video • Participant interviews
Emerging Findings: Evidence from classroom video and student artifacts
Context • January • Strategy: student think about a problem on their own, work with partners on EE, and share their work in groups & then as a whole class • Always includes sentence starters (e.g. I know my work is correct because…) • Working on the MP3 critiquing by encouraging questions, compliments, and “I noticed…”
Sharing Their Thinking in Groups Mrs. Hodgekin is teaching a new game to 1 st and 2 nd graders. She needs 91 balls. How many could be small, how many could be medium, and how many could be large?
Context • Cohort 2, Grade 2 – Tier 2 Intervention is push in/pull out • First Explain Everything Video in December • Make videos once every two weeks • Purpose: to improve students’ mathematical communication – Intervention students have made additional videos
Teacher Strategy 1 • Co ‐ Constructed Anchor Chart: • I know [what do you know about math in this type of problem]. So [how did you solve this exact problem step by step] – Example: I know that quarters = 25 cents, dimes = 10 cents, and nickels = 5 cents. So, I made 75 cents using the fewest coins by using 3 quarters.
Strategy 2: Checklist Indicators • I can hear my explanation • I can see a picture that helps to explain my thinking • My picture & writing is clear and easy to read • I say what problem I am solving • My explanation is easy to understand • I explained the math words when needed • My math is correct
Self Reflection / Revision Demonstrating counting up strategy using a number line (1 st attempt) Tier 2 Intervention Student Problem: You have $1.00 You spent 63¢ How much change will you have?
Self Reflection / Revision Demonstrating counting up strategy using a number line (2 nd attempt) Tier 2 Intervention Student Problem: You have $1.00 You spent 63¢ How much change will you have?
Creation of Dynamic Artifacts • Evidence of what students know and understand (or misunderstand) • Context: • These artifacts were generated using the Number Pieces App & Explain Everything. • The students used representations of base 10 blocks to create a house. Then they provided the house number based on how many blocks it took to create it.
Student 2
Snapshots of Practice • Example strategic use of tools (MP5)
Context: Lesson Part 1 • Provided students with a number story: Sam’s family is at the library. Sam checks out 7 books. Her little sister checks out 3 books. How many books do they check out altogether? • Students could choose the tool they wanted to use to help solve the problem and represent their thinking (MP5) • If they wanted to, they could bring into EE and explain their thinking
Snapshots of practice (View Video)
Emerging Findings: Evidence from logs, surveys, and interviews
Co ‐ investigation Research Questions • How do teachers implement the recording strategy? • What outcomes appear to emerge – for whom and under what conditions? • What are the critical components of the strategy that may contribute to positive outcomes?
Strategy Implementation • Lesson goals focus on promoting student numeracy ‒ Subitizing ‒ Place value ‒ Ordering numbers ‒ Equipartitioning ‒ 10 as a friendly number ‒ Measurement ‒ Composing/decomposing ‒ Pattern recognition numbers ‒ Problem solving ‒ Fluency with: ‒ Writing own problems Counting on Skip counting Using doubles/near doubles ‐ Teacher strategy logs, Sep 2015 – Jan 2016
Strategy Implementation • Teachers use or create open math tasks “_____ is going to make a game for the winter carnival, and it's a relay. She needs plastic cups, snowballs, and beanbags. She needs 96 items. How many could she have of each one of the beanbags, the plastic cups, and the snowballs?” ‐ Gr 2 teacher, Cohort 1 (#8500), interview
Strategy Implementation • Multiple visual representation tools suggested – iPad apps, pencil/paper, physical manipulatives, other – iPad apps suggested most often (40% of tools suggested) – Multiple tools suggested most often (82% of reported combinations) • One tool: 18% • Two tools (e.g., iPad app + pencil/paper): 58 % • Three tools: 22% • Four tools : 2% ‐ Teacher strategy logs, Sep 2015 – Jan 2016
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