Chapter 9: Visualizing with Technology

Visualization software can provide students with a math representation that fits their needs and that makes sense to them. The book on page 199 displays a picture of several different representations of linear relationships. I think providing students with multiple representations or access to software that will help them create their own representations will aid students develop a deeper understanding about a concept. If students can show an idea in multiple forms and manipulate various recording methods to describe the concept, then they most likely fully understand the concept. I’ve thought about using Microsoft Excel to help students organize mathematical information. TinkerPlots may be a better option and is a software that I would like to do some more research on. From the book’s description and the information from the web site listed in the book, leads me to believe that this might be a good tool for elementary students. Because math tends to be such a “scary” subject for students, I want to provide them with as many aids and possibly technology hooks that will encourage their mathematical development.

The book suggests using cell phones, cameras, video, and camcorders as a way to engage our students. These are technology devices that most students are familiar with. Why not turn these “toys” into educational tools? The book suggests using the tools for digital documentaries in the classroom. This is a great suggestion. Digital documentaries can be accompanied by writing or just serve as a lesson on how images can tell a story without words. Students could discover any important facts of storytelling and how it has affected our history or cultures throughout the world. Student can use any of the tools to create a movie or video of whatever they want: a speech, a recording of a science experiment, a performance, an interview, and even as a lesson taught by students. There are so many easy ways to include some form of digital visual aspect into a lesson. The experience with these tools may help prepare students for other technology devices such as handhelds. If students prove they can use cameras in an appropriate way then there is no reason to move to another piece of technology.

I liked the book’s suggestion to use videos as a way to provide students feedback. My cohort will be doing something similar to this in our Science class. We are teaching in front of our peers while being recording. Later we will get to grade ourselves by the video recording. Why do ballet classrooms have mirrors? This is basically the same concept. Students can see and hear themselves, and then determine if they need to fix their body language or language during a speech or presentation. If students are using some sort of recording device in an assignment, then they will have chances to see or hear themselves while they are editing their video or podcast. It’s very important that we teachers provide students time to change their work or improve it if needed.

Overall, I enjoyed this chapter. There were several aspects that I already knew about, yet I still learned about some math software. Has anyone had any classroom experience with TinkerPlots or other mathematical software?