Presentation is loading. Please wait.

Presentation is loading. Please wait.

Winter Project IMMSE at Amstel Institute Esther Domínguez Sol Eun Mi Kim Jan. – Feb. 2004.

Similar presentations


Presentation on theme: "Winter Project IMMSE at Amstel Institute Esther Domínguez Sol Eun Mi Kim Jan. – Feb. 2004."— Presentation transcript:

1 Winter Project IMMSE at Amstel Institute Esther Domínguez Sol Eun Mi Kim Jan. – Feb. 2004

2 Introduction  This project is part of TLC and MM courses in the IMMSE at Amstel Institute.  Our advisors during the project, Mary Beth Key, Leendert van Gastel, and André Heck.  We worked at the school ‘Fons Vitae Lyceum’ with mathematics teacher, Wim van den Camp.  Our target group consists of 25 students of VWO3 (14-15 years old).

3 Aims and Topic  General Aims: 1. How ICT works in a real situation. 2. We would like that the activity provides a benefit for students and teacher. 3. Learn how to organize our first project. 4. Experience the combination of theory (topic or concept) and practice (in this case, the graphic calculator). 5. Learn how to develop useful learning materials. 6. How to co-work in the project.

4 Aims and Topic  Educational Aims: To demonstrate how the graphic calculator can be used to explore some aspects of quadratic graphs.  Mathematics topic: ‘The parabola’: Given the quadratic function, ‘y = ax 2 +bx+c’, study with the graphic calculator what the effect of changing a and c is in the drawing of the parabola.

5 Planning WeekTask 6th -12th Jan.Organization of the project 13th -19th Jan.Preparation of the activity 20th -26th Jan.Development of the activity 27th Jan.-2nd Feb.Technical organization of the activity 3rd-9th Feb.Implementation (4th and 5th Feb.) 10th-13th Feb.Student interview and analysis of activity. The first draft of written report 1st-12th Mar.Oral student interview transcript, translation of paper student interview and written report

6 Methods  Implementation of the activity: Class period (45 min.) First lesson (4th Feb.)Second lesson (5th Feb.) Introduction and explanation of graphic calculator (20 min.) Explanation of the topic (20 min.) Activity of graphic calculator (20 min.) Activity of the topic (20 min.) Summary of the activity (5 min.) Student presentation (5 min.)

7 Methods  Implementation of the activity : 1. First lesson: Brief explanations about the use of graphic calculator (given by Eun Mi and Esther) PowerPoint presentation and poster of the graphic calculator Students had TI-83 PLUS and activity sheet 2. Second lesson: Wim van den Camp run the topic activity in Dutch. PowerPoint presentation to support his explanations Students had TI-83 PLUS and activity sheet. Student presentation of his results to the whole group

8 Methods  Evaluation of the activity: Interview 1. Aims of the interview To know about students impressions using ICT (graphic calculator) in the mathematics class. To know how an approach using a new tool with a known topic works with this group of year-old VWO3 pupils. 2. Setting of the interview (11 th Feb.): Paper and oral interview to two groups (two students each) for 45 min. Oral interview was audio recorded. Paper interview to rest of the group with Wim van den Camp

9 Results  Analysis of paper interview : 1. Did you enjoy using the graphic calculator? Why? It’s preparing us for next year. It’s less calculating. It’s fun because the machine draws the graphs by itself. 2. Did the graphic calculator help you to understand how the drawing changes? Why? By changing the formula you can quickly see the graph changing. No, in fact I knew already.

10 Results  Analysis of oral interview : 1. Did you like the mathematics class more with the graphic calculator? Why? G1: It was easier to follow the lessons…easier to understand…what the graphics are. G2: You can very fast make a graphic. B1: It is a good introduction for the next year. I like the class being in English.

11 Results  Analysis of oral interview: 2. You already had some lessons about the parabola without the graphic calculator, didn’t you? What are the differences between the previous lessons and these activities? G1: This is more like…practicing thing...with the whole class. We can help each other more than normal. G2: You practice things. B1: It is easier with the graphic calculator. I think if you didn’t have the normal classes you didn’t understand much.

12 Results  Analysis of oral interview: 3. Is there anything in the whole activity that you found hard? And easy? G1: That is easy…I think. G2: I understood everything. B1: I didn’t find it very difficult. I find it hard drawing parabolas (we think he refers to pencil and paper drawing)…but it’s better with the graphic calculator.

13 Results  Analysis of oral interview: 4. Now that you have done this activity, do you like more working with the parabola? Why? G2: I can see now it’s more clear than I thought…you can see it (we think she refers to the drawing of the parabola) faster and it’s like the ‘parabool’ grows. It’s nicer…you don’t have to do so much. B1: I liked the parabola more with the graphic calculator.

14 Results  Analysis of oral interview: 5. Would you like to use a computer or other software to study mathematics? Why? G1: You learn it on your own with the book…to do it on your own without a computer. G2: (talking about a ‘practica’ on Physics with the computer)…with the book explain it…so and we understand it all. B1: Yeah. Absolutely it’s fun…Parabola is maybe easier with the graphic calculator. Other subjects maybe are more difficult than…normal class (we think normal class means studying with the textbook)…Some like parabola maybe easier but other subjects maybe hard with the computer. B2: It’s new!

15 Results  Analysis of oral interview: other points of interest Spontaneously working together Students’ grade Student presentation

16 Conclusions  General Aims Achievement: 1. How ICT works in a real situation: topic and materials should match well. 2. We would like that the activity provides a benefit for students and teacher: students practiced the topic of parabola from a different perspective. 3. Learn how to organize our first project: although it was a lot of work, it was a good experience and we have learned a lot. 4. Experience the combination of theory and practice: parabola is a suitable topic to use with the graphic calculator. 5. Learn how to develop useful learning materials: apart from the time problem, developed materials worked quite well. 6. How to co-work in the project: advisors and teacher’s help was very valuable. And about our work in common…

17 Conclusions  Esther: There is a Spanish saying ‘La sangre no llega al río’. That is exactly what I want to say but no idea how to express it in English…It means that blood does not reach the river. Do you know what I mean?  Eun Mi: Aaha…” 죽을만큼 싸우진 않는다.” You mean, we will not fight till die…Is it the same meaning what you want to say? I do not know, neither in English…

18 Thank you! Dank u wel! 감사합니다 ! ¡Gracias!


Download ppt "Winter Project IMMSE at Amstel Institute Esther Domínguez Sol Eun Mi Kim Jan. – Feb. 2004."

Similar presentations


Ads by Google