21st Century Learning in the Math Classroom

I have been very fortunate at my school to have 1:1 Chromebooks which allows me to take learning further, while increasing engagement. We utilize a lot of technology in our classroom to enhance their learning, but this week’s reading really pushed my thinking about the tools and how we are using them. Although we are lucky to have Chromebooks, I am unlucky to have to teach math with extremely outdated textbooks. In order to support student learning, I supplement a lot.

Here is a lesson plan I have created for perimeter, to utilize more technology to reach my students. This lesson is structured as an “investigation” in our textbook, but does not set the students up for success. This lesson is often very dry in a textbook, given arbitrary scenarios in farming and planting a garden. Students are often disengaged and unable to envision what that situation really looks like. Utilizing technology, I am to engage students at various points in the lesson, gain real-time input on their understanding, keep students accountable, and allow them to learn through play.

After direct instruction and formative assessments, using peardeck and google forms, students move on to practice with play using Spheros. Douglas Thomas and John Seely Brown (2011) emphasize that “All systems of play are, at base, learning systems” (p.97). It is essential for us to build time into lessons for students to play. Furthermore, they state “(Play) are ways of engaging in complicated negotiations of meaning, interaction, and competition, not only for entertainment, but also for creating meaning” (p.97). Previously I worked with a kids museum to emphasize the power of play and learning, my county even developed a magnet theme surrounding the concept of play. When we allow the time, and provide the constructs, students make play an extremely memorable and helpful learning experience.

My goal is to provide students with various opportunities to demonstrate proficiency with the standard and objectives. In the beginning of the lesson, I gain a baseline of understanding, then scaffold the instruction to build on their background. After participating and practicing, they again have an opportunity to demonstrate proficiency, before moving on to the next level of the learning. Utilizing Sphero requires them to use more critical thinking skills and reasoning while working with a team. Not only do they need to be accurate in their measurements, but understand the level of coding to command the robot to move along the perimeter of the shape. All students in the group have a job to 1. measure, 2. command, 3. drive, 4. check and improve. The reiterative nature of using robotics in math, pushes students to strive for perfection while taking interest in the learning process. Another goal, as Hobbs emphasizes, is to promote curiosity. I hope that using these tools will spark curiosity and creativity in my students for the future.

You can view the lesson plan here.