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It appears that Blackboard has put a patent on their method/system and does not allow others to reproduce a system combining the applications they have without paying for it.  It is remarkable that this can be done.  Web2.0 applications are being created for individual applications all the time. I would have thought just simply putting them together in one package should not give them a right to stop others from doing the same thing. Other websites have storage of data files for a price also. Looking for a free one, any reader know of any?

The educ4105 course has now been completed and I ask where can this site go from here? How could it benefit my students and myself as a teacher?

• I could post homework and other events that are coming up, like a noticeboard.
• Actual homework activities and math websites to visit could be posted making maths interactive for students at home.
• Students off sick could see what has been taught for the day, making it easier to catch up.
• For new topics that will be taught there are prior skills that students will need to have learnt. Websites or other set activities can be posted for students to brush up on these before the new topic begins, thereby saving time for the teacher.
• As a noticeboard could be a very useful tool for comunicating with parents, as I understand that parent involvement wains as students progress from primary to high school.  
• It could be used as a resource site for likeminded teachers to share lesson ideas.

Mmm, good to mull over and consider the possibilities.  Does the reader have any thoughts on this? Comments are welcomed.

Advantages:

• Most all students would be familiar with the excel program
• It is easy to use
• It can be up/downloaded easily
• Students can analysis large amounts of data quickly

Disadvantages:

• Would be time consuming if some students were not familiar with the program and training was needed. Some students would find it easy to use while others would be beginner users
• Schools would need computers available for all students to use
• Limited facility to use it for anything more than number manipulation

Webquests are computer lessons where students use the web to gain knowledge and complete tasks through utilising interactive websites

Advantages

• Students are able to work through the webquest at their own pace
• There can be lessons of different length duration that can be carried over from lesson to lesson
• There should be enough scaffolding for students to work independantly of the teacher
• Most lessons involve working in groups so students can work together, helpping one another as they progress
• If designed well, student  engagement can be at a high level
• Students are becoming more familiar and even wanting and expecting lessons to be more technologically based.

Dissadvantages

• To design an original webquest takes a lot of time for the teacher
• Students will need access to computer facilities that may not always be available at all schools
• Most webquests i’ve seen are of low order thinking where students just follow what theve been asked to do rather than think about what should happen or any decisions that could be made. My own webquest has asked students think and make a recommendation.

What (if any) pedagogical benefits do you believe graphic calculators offer and why?

Graphics calculators have the benefit of doing multiple graphs, manipulating tables of data and solving multiple equations all quickly.  This can save a lot of time for students who need these all done to gain understanding and an intuition about a topic.

The English language contains terms of expression which on a simple surface level appear odd, however they make sense when the commonly accepted meaning is understood. Such an example is a river going “down” stream when it is flowing north which is generally thought of as going “up”. Similar examples exist within the mathematics world of expression, such an example is: which is smaller -1000 or 0.00001? Mathematics uses words from the English language and redefines them to describe a particular meaning, idea, or concept. So while English is used it has certain ulterior meaning, dependant upon the math context.     

A problem that arises here is that students who are learning new a “maths language” are not yet familiar with the commonly understood meaning of specific terms. This results in students creating misunderstandings as they incorrectly apply their current understanding of “English Words” to “English Maths Words”.

Week 3 – Mathematical Language 

In my week 2 post I had a bit of a hissy-fit to the reading, due to it going on about some words that are used in maths that have another meanings in the English language. Reflecting on my aggravation I now articulate my disagreement with the authors.

 In times past, mathematic classes were a series of algorithms that students were required to learn. Whether students understood the meaning of them or how to apply them in their real life was not considered, just doing the algorithm and getting correct answers was considered being good at math.  

In recent years this has changed. Educators have termed “Numeracy”, meaning applying mathematical knowledge to solve real life problems at home, in work situations and in society in general. A successful math student is now considered one who can understanding math to a point where real life application and communication is possible. This is a major shift in thinking on the part of mathematic educators.   

The NSW BOS have a major part of their program focused on this and have termed it “Working Mathematically”. This is where students demonstrate their math understanding. This shift has been a great idea which has generally been embraced by mathematics education universal, however there is a but and it is a BIG BUT   -  Language! 

The language required to ask a question to determine mathematical understanding is wordy, ambiguous and cumbersome. These questions require students to have good English and comprehension skills. Math questions thus become firstly an English exercise before a student can get to the maths component of the question! Ascertaining a students “Numeracy” is clouded by their “Literacy”, or lack of.   

So my hissy-fit last week was actually disagreeing with the authors that students are confused by individual words, which I believe are explained and understood adequately, rather, students are actually confused by trying to comprehend the wordy questions. Yes I agree that student comprehension can be a problem, but due to language structure and not regarding individual word meanings.

NSW DET Numeracy: http://www.curriculumsupport.education.nsw.gov.au/primary/mathematics/numeracy/what/index.htm

 NSW DET Literacy: http://www.curriculumsupport.education.nsw.gov.au/policies/literacy/index.htm