It can be tempting to turn off the teacher when it comes to problem solving. Instead, walk away from your device if you don’t want to suffer the repercussions.
When Are Online Math Manipulatives Better Than Hands On Learning
The Joy of Math Online
Fancy me messing around with hard rote-learning materials? Sorry honey. I’m a digital anti-math rebel. What I’m writing here isn’t algebra, it’s a cold hard truth: Maths rote-learning works for some things, but not for everything. And in this age of streaming, devices, and mindless internet trolling, it’s a fact that kids don’t learn math like they used to. We live in an era when kids are forced to abide by one of two type of learning. One is akin to how our world was for our parents, a slow, straight-arrow teacher testing us on the spelling of our Latin word meanings. Or the other, our world today where ed tech is one of the fastest growing industries and competing with math test prep and traditional classrooms are mere sideshows to consumer-based learning.
Technology has certainly found a way to step in and be a part of this. But in my opinion, the one thing that should not be replacing a pure, three-hour math lesson is technology. I believe that computer aided learning isn’t just an opportunity to add machines into an old four-year-old learning environment, it is a chance to make way for real-world learning which should be the foundation of any educational setting. Let’s start with the truth, computers are not, and never will be, the new math teachers. That said, they have had their place in the classroom for quite some time now and it is time we start adopting the tools of artificial intelligence into our classrooms.
A sentence to the school of public mathematics is: A student took a test recently on the standards outlined by the Carnegie Mellon Center for Teaching and Learning. He knew how to spell what the answer was, but he was asked which of the following answers he chose: 1-8, 1-9, 1-10, 1-2. How did he do?
Maybe the student should have read the answer sheet for himself. When we think that way, we really start to think about what skills the students were learning: They were learning the skills of interpretation and identifying the true, correct answer and doing it properly.
Another example of computers in the classroom is: Last month, we started a computer class at FCNS, and we are currently evaluating to see what sort of results it’s bringing to the table. At FCNS, we’re looking at how technology can be used to boost math classroom learning. There are many things to consider when shifting from a more hands-on learning environment to an AR (artificial intelligence)-based one. For example, different students had different learning styles. Some were always hands-on while others moved to this new computer model much easier. There were also opportunities for students to utilize different devices to learn new methods and techniques of math learning.
After the classes of different students that were successful with the different learning tools, we decided that this model is most effective for learning the vocabulary associated with the National Instructional Materials Specifications. Since the NC standards were evaluated by Carnegie Mellon and other experts in the field, I believe that this model will increase the impact that students get from their hands-on experience, which will only benefit the students and even increase their success in standardized tests down the road.
In the end, it’s important that we not lose sight of the true role that computers should play in this new educational space. In other words, apps that translate out of textbooks into different forms like computers are no substitute for the kind of computer-like learning that brings a connection to the real world. Students will only come to learn math like they do today when they are being made to.