#mathed

[mathsinfluencer]

Personal Reflection on Gamifying Apps as an Assessment Tool in Mathematics Education🎮

When reflecting on gamifying applications I regularly use in my mathematics classes such as Kahoot, Hot Potato, Quizizz, Educaplay, and Google Forms, it becomes evident that each tool brings its own set of merits and demerits to the table.

Kahoot 🎮, for instance, offers an engaging platform for interactive quizzes that truly energize the classroom atmosphere. However, its limitations become apparent when it comes to writing equations or dealing with more complex mathematical concepts like matrices. This can sometimes hinder the depth of learning that I aim for in my lessons.

Hot Potato 🥔, with its feature for uploading photos, adds an interactive element to the learning process, which my students love. Yet, the process of sending zip folders with image paths and having students unzip files can prove challenging, especially for younger learners who may not be as tech-savvy.

Quizizz 📝 has been a game-changer in terms of collaborative learning opportunities. Its open accessibility to other teachers' games on the same topic has sparked engaging discussions and peer learning in my classroom. However, its inability to support fill-in-the-blank questions limits its versatility in assessing students' understanding comprehensively.

Educaplay 🎓 has also proven to be a captivating tool with its variety of interactive exercises and games tailored to mathematics learning. Nevertheless, it falls short when it comes to writing equations compared to Kahoot. Kahoot's more advanced equation creation features give it an edge in this aspect.

In essence, while each gamifying application offers unique advantages, they also come with their own limitations. As educators, it's crucial for us to weigh these pros and cons carefully and choose the right tool based on the specific learning objectives and needs of our students. Finding the balance between engagement and functionality is key to creating meaningful and effective learning experiences in the mathematics classroom. 🧠📚

[wielsonf]

why qualitative research matters to teaching (mathematics)

the pioneer cohort of ed.d. and ph.d. educ at ateneo gbseald with dr. ma. assunta "achoot" cuyegkeng / screengrabs from markkie aribon and lavi subang of ed.d.

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i told the internet about why i am where i am now in a previous post. now, i am ready to share what invaluable knowledge i've got from one of my courses so far.

during my undergrad and graduate studies, just pen and paper is mostly sufficient to create new ideas, problems, and solutions, and do research in math, but that's not the only concern i have with life and work.

for the past half a decade or so, peers and i saw a decline in the perceived quality of students in calculus at the university of the philippines los banos. what was supposed to be tackled in senior high school, like algebra, trigonometry, and precalculus especially for those from stem track, wasn't adequately done so. when introduced to fundamental calculus concepts, they do understand the notion of limit, how lines and derivatives intertwine and entangle, and why area is an integral, but when it comes to crafting solutions and answering problems, this inadequacy becomes apparent.

in turn, it becomes necessary for us to ask why this is the case? how do teachers influence their students' calculus learning and what are they doing to adapt? has existing policies done us (dis)service in the philippine (math) education? and, why is everybody and nobody at fault here?

just thinking about possible solutions is not enough. we need to get our hands dirty, wreck some established norms, and possibly hurt some feelings in the process. qualitative research, i learned, has some of the answers.

as i mentioned in a previous post,

for this course, i posed this question: how do teachers facilitate collegiate calculus learning through creative interventions?

in an attempt to answer this question, i had to look back at what is happening and what research tells us about calculus learning.

for one, most mathematics learning theories are based on existing ones from classical learning theories, like constructivism, positivism, and behaviorism. since the start of the 21st century, one of the main motivations of mathematics education research is rationalizing a theory for mathematics in consideration of its unique nature as a subject matter.

next comes becoming aware of challenges and factors in teaching and learning calculus, how do teachers intervene, and how important their role is.

as of yet, i think the question can't be answered by a simple survey, answered using a likert scale. we have to go on the ground and diligently ask calculus teachers and instructors in college the existing literature still resonate with the challenges they face and what they do about them in order to help their students. the quality of administration and prestige of the institutions they serve affect their students, but in reality, educators are at the frontline facing the students and implementing interventions as they go along day by day. their experience is a vital part of understanding the problem.

we should break down such a complex question into easily digestible and directly answerable ones that help us understand sac (structures-agency-culture): ask where the teachers come from, what kind of pool do they dive in to teach calculus, what restrictions they are put in, what the students are like, what they do to help the children [sic], and in what way do their interventions affect the students.

with the pisa results just released, now more than ever, we need to act as fast as we can to implement changes from the ground up.

why are we, everyone at school, so miserable in one way or another? this, i can definitely say, is my magnum opus.

i will die on this hill.

[teffiebell]

[mikewheelerfan2022]

Reblogging would be a great help, but don’t feel pressured to

[brightlotusmoon]

[mitchipedia]

[mostly-funnytwittertweets]

[one-time-i-dreamt]

Someone passed me a note in my math class and when I opened it it was a drawing of a hare. The hare looked at me and said, “The mountains have roots. They want the sky back.” And then the ink seeped through the paper until I was holding a completely black and soaked note.

[shinseifer]

"average cat owner spends 3 years in prison" factoid actualy just statistical error. average owner spends 0 years in prison. Miette's mother, who kicked her body like the football and went to jail for One Thousand Years is an outlier adn should not have been counted

[noodles-and-tea]

I am once again back with my Stan Pines is smart agenda

[insideworldpk]

Challenge_ Measure 45 Minutes with Ropes! #facts #motivation #matheducat...

[buildoblivion]

[sleepy-bebby]

[uuuuuhhhhhhhhhhhhhhhhhh]

He's right tho

[prokopetz]

Did you see that Magic: the Gathering now has a game state in which you need to prove that there are an infinite number of twin primes to win? I can explain it more if you are interested.

(With reference to this post here.)

By all means, please tell us about the Magic: the Gathering combo which requires proving the twin prime conjecture in order to win.