http://www.regentsprep.org/Regents/math/algtrig/Games/algebra2games.htm
I did a search for Algebra 2 interactive resources and came across the Regents Test prep.
The target age group is High school students, Sophomore-Senior.
This could be a resource site for both students and teachers. The Algebra 2 portion gave interactive games related to evaluating functions, quadratic functions, simplifying radical expression, and solving absolute value inequalities and graphs.
I did not note any cross curricular connections.
The site is free of ads and does not cost anything to access (BONUS!!)
When I navigated to the home page of the site, there were a multitude of practice examples for many different content areas; math, science, and U.S. history.
I don't find that adult supervision would be required to utilize this site.
Monday, November 4, 2013
Sunday, November 3, 2013
Motivating readers
In reading the article on motivating readers, I found some very
interesting information to help me understand my oldest daughters lack of desire for reading and to
help my youngest daughter develop better reading skills. I can relate with the authors findings that students generally rated themselves low in reading ability on the survey yet during interviews they stated many types of texts that they enjoyed reading. My oldest daughter claims to dislike reading, yet I find her reading many types of texts on a regular basis; researching topics online, cookbooks, and two of her favorite series, Baby Mouse and The Homework Machine. I find myself consistently puzzled at her claim that she dislikes reading. I have reason to believe that she claims to dislike reading when it becomes something she has to do, rather than when she wants to. My youngest daughter struggles with reading comprehension and recollection. Based on the article, if I provide both my daughters with text that I know they are interested in, then I can not only improve comprehension, but increase the frequency of their reading.
As teachers, especially in a world filled with resources; both electronic and print, we need to access a variety of resources to give students options to find text that interests them. It's not that students do not like reading however they do not like what they are reading. The next big question is how can we get students more interested in academic reading? I think finding articles with grade appropriate, academic language related to students interests would be a start. Also, the authors mention reading aloud to students to encourage academic reading comprehension. Overall, I think the article helped me to make sense of current reading issues I have in my own home, and as a teacher helped me to understand why student's claim they do not like reading.
As teachers, especially in a world filled with resources; both electronic and print, we need to access a variety of resources to give students options to find text that interests them. It's not that students do not like reading however they do not like what they are reading. The next big question is how can we get students more interested in academic reading? I think finding articles with grade appropriate, academic language related to students interests would be a start. Also, the authors mention reading aloud to students to encourage academic reading comprehension. Overall, I think the article helped me to make sense of current reading issues I have in my own home, and as a teacher helped me to understand why student's claim they do not like reading.
Monday, October 28, 2013
Complex Numbers Text Set
I have selected the following texts as I believe, together, they provide a well rounded approach to teaching students complex numbers. There are example lesson plans, additional resources for students and teachers, and techniques used in the development of lessons. I hope you find the texts useful.
ARTICLE Reading Level: 9.4
A unit plan on complex numbers that describes and breaks down the prior knowledge students need as well as learning objectives. Lessons are presented sequentially with objectives and types of
assessments used.
BOOK Reading Level: 12.7
This chapter gives a history of the birth of complex numbers into our number system and how it grew
and evolved over time. Also includes an evaluation of the importance of teachers understanding the
history behind mathematics and developing an appreciation of mathematics that is visible to their
students.
A nice supplement to teacher instruction. Gives students a step by step guide on operations involving
complex numbers plus gives many examples.
Similar to Math is Fun, Purple Math is good to supplement teacher instruction at home. It provides a
tutoring video as well as. Teaches students why we encounter complex numbers and what they are
good for and gives a lot of interactive examples.
A series of topics on complex number operations with interactive examples. Easy to navigate; a good
tool to use in the classroom or as extra help for students.
STUDY GUIDES Reading Level: 10.5
Discusses the roots of factoring using the quadratic formula and the discriminant. Further discusses
how the discriminant gives us the type and number of solutions and gives students a preview of how it
would look graphically.
This book breaks learning topics into chapters and gives a detailed description of how the lesson is
taught including prior knowledge students will need and any scaffolding that may be needed. What I
thought was really cool was the authors provided a commentary alongside the lessons sharing their
experience while giving the lesson.
A simple step by step process in graphing quadratics with complex roots. Give visual representations
The essay addresses the question, "Do all complex solutions appear as conjugate pairs...?" Major
observed a classroom where this question came up and divulged 6 mathematical foci in considering
when complex conjugates occur. I found this particularly interesting as students ask questions such
as these that we need to be able to explain appropriately.
Examines when the textbook answer is different than what a TI-83 gives you. It goes over techniques
to clear up and overcome common assumptions when this occurs.
Here, Mr. Pershan was trying to develop a unique way to introduce complex numbers to his students
by building a foundation allowing his students to discover operations on complex numbers.
Discusses a brief history into the learning and discovery of complex numbers and further discusses the
many modes of representation needed to teach our students about complex numbers.
WEBSITE Reading Level: 10
Provides a series of interactive practice problems with stepped out solutions involving quadratics with
complex roots.
This article discuss how complex numbers are disappearing and the importance of having this structure
in the number system as it links to many areas of mathematics. The article also ties in the importance of
pedagogy in delivering the topic related to complex numbers.
WEBSITE Reading Level: k-12
Complex Numbers
The site has two different areas when looking at complex numbers; one for teachers and one for
students. For the student, the site explains what imaginary numbers are and breaks it down into easy
to understand. For the teacher, the site offers helpful resources and suggestions as well as support.
- Project Maths Development Team (2010) www.projectmaths.com.ie/documents/teachers/tl_complex_numbers.pdf
ARTICLE Reading Level: 9.4
A unit plan on complex numbers that describes and breaks down the prior knowledge students need as well as learning objectives. Lessons are presented sequentially with objectives and types of
assessments used.
- Excursions in the History of Mathematics By Israel Kleiner (2012)
BOOK Reading Level: 12.7
This chapter gives a history of the birth of complex numbers into our number system and how it grew
and evolved over time. Also includes an evaluation of the importance of teachers understanding the
history behind mathematics and developing an appreciation of mathematics that is visible to their
students.
- Complex Numbers http://www.mathsisfun.com/numbers/complex-numbers.html
A nice supplement to teacher instruction. Gives students a step by step guide on operations involving
complex numbers plus gives many examples.
- Complex Roots http://www.purplemath.com/modules/complex.htm
Similar to Math is Fun, Purple Math is good to supplement teacher instruction at home. It provides a
tutoring video as well as. Teaches students why we encounter complex numbers and what they are
good for and gives a lot of interactive examples.
- Complex Numbers www.mathwarehouse.com/algebra/complexnumber
A series of topics on complex number operations with interactive examples. Easy to navigate; a good
tool to use in the classroom or as extra help for students.
STUDY GUIDES Reading Level: 10.5
Discusses the roots of factoring using the quadratic formula and the discriminant. Further discusses
how the discriminant gives us the type and number of solutions and gives students a preview of how it
would look graphically.
- Differentiation in Practice: A Resource Guide for Differentiating Curriculum Grades 9-12 By Carol Ann Tomlinson and Cindy A Strickland (2005) Ch 7
This book breaks learning topics into chapters and gives a detailed description of how the lesson is
taught including prior knowledge students will need and any scaffolding that may be needed. What I
thought was really cool was the authors provided a commentary alongside the lessons sharing their
experience while giving the lesson.
- Graphing Complex Solutions to Quadratics By James Tarton (2009)
A simple step by step process in graphing quadratics with complex roots. Give visual representations
- Situation: Complex Roots in Conjugate Pairs By Sarah Major (2013). UGA Center for Proficiency in Teaching Mathematics
The essay addresses the question, "Do all complex solutions appear as conjugate pairs...?" Major
observed a classroom where this question came up and divulged 6 mathematical foci in considering
when complex conjugates occur. I found this particularly interesting as students ask questions such
as these that we need to be able to explain appropriately.
- Finding Complex Roots: Can You Trust Your Calculator By Barbara Ciesla & John Watson (2006). Mathematics Teacher Vol 99 Issue 5 pg 366
Examines when the textbook answer is different than what a TI-83 gives you. It goes over techniques
to clear up and overcome common assumptions when this occurs.
- Rational Expressions: A Math Teacher By Michael Pershan rationalexpressions.blogspot.com/2012/12/teaching-complex-numbers.html
Here, Mr. Pershan was trying to develop a unique way to introduce complex numbers to his students
by building a foundation allowing his students to discover operations on complex numbers.
- Teaching the Complex Numbers By Emily R. Grosholz (2013) pg 62-73. Journal of Humanistic Mathematics Vol 3 No.1
Discusses a brief history into the learning and discovery of complex numbers and further discusses the
many modes of representation needed to teach our students about complex numbers.
WEBSITE Reading Level: 10
Provides a series of interactive practice problems with stepped out solutions involving quadratics with
complex roots.
- Complex Numbers in Teacher Education: Connecting Mathematics and Pedagogy. Math Forum
This article discuss how complex numbers are disappearing and the importance of having this structure
in the number system as it links to many areas of mathematics. The article also ties in the importance of
pedagogy in delivering the topic related to complex numbers.
WEBSITE Reading Level: k-12
Complex Numbers
The site has two different areas when looking at complex numbers; one for teachers and one for
students. For the student, the site explains what imaginary numbers are and breaks it down into easy
to understand. For the teacher, the site offers helpful resources and suggestions as well as support.
Saturday, October 26, 2013
Building Vocabulary
This weeks readings expanded the depth of my understanding in regards to the complexities and levels of vocabulary. I have always known there were different types of vocabulary such as conversational and academic vocabulary and more recently content vocabulary, but to see it broke down even further enabled me to visualize the many levels of vocabulary we use everyday. The article by Brommley further explains the importance of vocabulary and language and how we are able to expand our daily vocabulary through connections with what we know and how vocabulary helps with comprehension, fluency and academic achievement. Knowing what and how to teach vocabulary to our students is important. The article by Baumann and Graves discussed several techniques in which teachers can use to help students learn new vocabulary. Being a pre-service math teacher, I appreciated the inclusion of symbols in the classification scheme, as we read symbols every day to determine what to do next. In teaching vocabulary, I found Marzano and Pickering's method the most beneficial. The technique was illustrated in a very methodical manner; selecting vocabulary based on instruction and arranging the vocab in a respective way. I am quickly beginning to realize the importance of reading in all content areas..and even more so, helping students develop a rich, colorful vocabulary filled with conversational, literary, and academic language.
Friday, October 18, 2013
Strategies for Developing Vocabulary
I have had a difficult time relating or seeing how to apply
the strategies in the last two weeks readings to mathematics. I can totally see how they could be used in
other content areas however find only a few strategies that would be beneficial
in my content area. The two strategies I
think that would apply best in a mathematical sense are the personal glossary
and clues and questions, both from the BBR chapter. My students could definitely benefit from a
personal glossary of mathematical terms that also incorporate clues and
questions as well. I think I would
format the vocabulary entries with, of course, the vocab word first followed by
a definition and then a formula or mathematical label. I would then request below the definition,
3-4 clues or questions to help students identify key elements. This is just a rough sketch of what it could
possibly look like and would probably need to be fine tuned.
Overall, I think the techniques and strategies listed would
be beneficial for varying content areas.
I did become frustrated however when the two readings overlapped as much
as they did…not too many new techniques.
Wednesday, October 9, 2013
Reading Strategies for Struggling Readers and Critical Reading
This weeks readings by Daniel & Zemelman (D&Z) and Bean, Baldwin & Readence (BBR), gave some truly practical techniques that I can apply in a mathematics content area. Looking first at D & Z, they discussed techniques that can be used to help the struggling reader. There were four strategies they mentioned, relationships, model reading, build engagement, and promote self monitoring, which can be tailored to my content area. Building supportive relationships in your classroom is a give in. That is the number one thing that is agreed upon across the board and should begin the first day of class and nurtured throughout the year. Thinking more specifically about reading mathematics, the latter 3 techniques are quite beneficial. Word problems seem to always be troublesome for students. If I model my thinking while I go through the problem, students get to hear and see the strategies I implement while pulling out and applying important information. In using the self-monitoring technique, I think the sticky notes are a great idea. While giving a lesson, I would have students place a sticky tab in their notes, anywhere they think they don't understand something, then I would have them get into their groups after the lesson to help each other alleviate confusion.
I had a difficult time finding strategies that would be beneficial in a mathematical context in the BBR readings. A lot of the strategies they used would be great in something such as English, Science, or World History. Did anybody find any techniques that they would find useful from the BBR readings?
I had a difficult time finding strategies that would be beneficial in a mathematical context in the BBR readings. A lot of the strategies they used would be great in something such as English, Science, or World History. Did anybody find any techniques that they would find useful from the BBR readings?
Sunday, October 6, 2013
Holding Text
Depending on the purpose of the text, how the text is
written, and reading ability, reading can be a challenge at times; especially
remembering important information from a text.
You may be thinking, “How can it be challenging?” Consider reading a dry, boring, informational
text. Think about the amount of times
you had to stop and reread the paragraph you just finished because you did not
understand or simply could not recall what you just read. In academia, students are stuck reading dry,
informational texts all the time. I can
relate to this as before I had found a technique to remember text, I had found
myself reading and rereading text because I was not retaining the information. There are a large number of excellent
techniques students can use to make notes to “hold their thinking” or help them
to remember important content. Taking
into account that I am a pre-service mathematics instructor, some techniques I
would apply in my classroom include;
Sticky Notes- having kids write
questions they do not understand and stick them near the passage or concept in
the book
KWL- I would approach this
technique in two different ways 1) as a chalk talk and 2) as an individual journal
entry
Graphic Organizers-I would use
these to help students make connections among concepts.
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