My driving question is How does using blogging within an interdisciplinary project affect mathematics content achievement? I will be using our Future Thinking Pilot week to be gathering my data. At NewTech we are planning a week long interdisciplinary project. I am part of the 9th grade team; each 9th graded at New Tech already has a weebly; we will be having students add a page to their weebly where they will blog about their experiences and learning throughout the pilot week. I also plan to use some sort of tech tools within the math part of the project, honestly, I do not know exactly what this will look like yet. I have played around with some map creation technology and might use this, also tools like desmos for graphing. I hope that the blogging will give the team of teachers instant feedback that we can use to support students along the way. I will also be able to look at the correlation of a positive experience and engaging in the process with their math achievement levels.
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As I do my research on my driving question, "How does an inquiry model using technology within a PBL interdisciplinary project affect mathematics content achievement?", I find that most of the information comes from organizations rather than specific people. There are several organizations such as the New Tech Network and the Buck Institute that define what Project Based Learning is, they develop rubrics that help support the work as well as support teachers and schools in the process of adopting PBL as an instructional method.
In one of the articles I was looking at "The Relationship Between Project-Based Learning and Rigor in STEM-Focused High Schools" by Torulf Palm, a professor of science and mathematics, he examined the presence of rigor along with high quality PBL. He mentioned that it was challenging for many teachers to be true to the PBL model while also providing content rich experiences for students as he looked closely at ten STEM schools, two of which were New Tech Network schools. On a district level, implementing math into a PBL setting has not produced students who score well on the math portion of district and state tests; due to this, many teachers have moved toward a more problem based method of instruction. I am hoping to provide a high quality project experience for students where they also engage in rigorous math content. |
Kendra ParsonsAs a high school math teacher, I am passionate about bringing a joy of learning and of math to my students. Archives
May 2018
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