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Phase 6
Imagine It update
The major issue facing my project is “buy-in” to the assignments. I began with a very simple assignment where the students would find geometric representations around their world. We actually took a field trip around campus to find images. Some students were overwhelmed by it while others flourished. This is such a shift in the way we teach mathematics that students cannot fathom it. They expect worksheets and a more plug and chug method and are struggling with the change.
Geometry in Our World: Sample Submission 1
Geometry in Our World: Sample Submission 2
Final Imagine It Report
“The Maker Movement Manifesto: Rules for Innovation in the New World of Crafters, Hackers, and Tinkerers” by Mark Hatch describes various venues for the maker movement. While reading this selection, it demonstrated how the maker movement encompasses multiple venues and disciplines. This stimulated my thought about relating the maker movement to mathematics. It has been pointed out multiple times that students have difficulties problem solving. Therefore, this real world approach would allow the students to be able to learn through play. In turn, it would also enable the students to sharpen their problem solving skills. The maker movement provided a platform for the students to be able to utilize and/or discover skills learned in mathematics.
During the completion of the focus group of teachers and students, it provided insight in the areas that needed to be modified or adapted to best serve the students. The students were to find various geometric shapes in our world. Next, we discussed various aspects regarding the shape such as area, length, width, and/or circumference. Then the students would determine various uses for this information. This was a way to begin moving the students in the direction of problem solving and application of mathematics. This is an extreme change from the norm. Students are not allowed to “play” in high school anymore. This has lent to the digression of student’s problem solving skills and their ability to even recognize a problem. Ironically, students do not even know how to begin solving problems. The students were just waiting for me to tell them what to do rather than thinking for themselves. Interestingly enough, the students even recognized that they were challenged to problem solve.
During the teaching demonstration, my colleagues had the same opinion regarding student’s ability to problem solve. In addition, they felt that the maker movement would be a nice vehicle for the students to be able to gain problem solving skills. The only challenge would be for the students to be able to identify the problem and solve it. The students have been trained that if they wait long enough that the teacher would assist them in the process or answer it entirely. This is the biggest challenge we are facing.
In addition, one of the main issues is finding a careful balance between the curriculum, standards, and activities. It can be challenging to get the students excited about the projects and keeping them motivated when it becomes challenging. The maker movement requires patience and the ability to balance student led activities. Therefore, based on the feedback provided from students and colleagues, it is my determination the makers movement is designed more to be a unit assessment reinforcing the skills learned. There can be little activities in preparation for the unit assessment. All of the projects will be focused on tying the skills with problem solving.
During the completion of the focus group of teachers and students, it provided insight in the areas that needed to be modified or adapted to best serve the students. The students were to find various geometric shapes in our world. Next, we discussed various aspects regarding the shape such as area, length, width, and/or circumference. Then the students would determine various uses for this information. This was a way to begin moving the students in the direction of problem solving and application of mathematics. This is an extreme change from the norm. Students are not allowed to “play” in high school anymore. This has lent to the digression of student’s problem solving skills and their ability to even recognize a problem. Ironically, students do not even know how to begin solving problems. The students were just waiting for me to tell them what to do rather than thinking for themselves. Interestingly enough, the students even recognized that they were challenged to problem solve.
During the teaching demonstration, my colleagues had the same opinion regarding student’s ability to problem solve. In addition, they felt that the maker movement would be a nice vehicle for the students to be able to gain problem solving skills. The only challenge would be for the students to be able to identify the problem and solve it. The students have been trained that if they wait long enough that the teacher would assist them in the process or answer it entirely. This is the biggest challenge we are facing.
In addition, one of the main issues is finding a careful balance between the curriculum, standards, and activities. It can be challenging to get the students excited about the projects and keeping them motivated when it becomes challenging. The maker movement requires patience and the ability to balance student led activities. Therefore, based on the feedback provided from students and colleagues, it is my determination the makers movement is designed more to be a unit assessment reinforcing the skills learned. There can be little activities in preparation for the unit assessment. All of the projects will be focused on tying the skills with problem solving.