Technology in Mathematics –Key Learning from Research & Practice Dr. Pamela J. Buffington Education Development Center maine.edc.orgedc.org Technology in Mathematics Key Learning from Research & Practice

Technology in Mathematics –Key Learning from Research & Practice Session Goals Increase knowledge of research specific to using interactive technologies for mathematics learning and teaching Increase awareness of targeted technology tools & strategies for mathematics learning and teaching

Technology in Mathematics –Key Learning from Research & Practice Overview Foundational Research Background Research Based Benefits Maine Studies & Research Based Professional Learning Projects Ways Technology Can Support Mathematics Learning Examples of Research Based Use of Tools

Technology in Mathematics –Key Learning from Research & Practice Overview of Research Interactive Technologies Provide Benefits to Mathematics Learning & Teaching When: Technologies Specific & Appropriate to Mathematics Systematically Integrated into Classroom Practice Supported by Sustained Professional Learning (Ongoing, Embedded, Immersion) Part of an Integrated System (Heid & Blume, 2008)

Technology in Mathematics –Key Learning from Research & Practice Research Based Benefits Increased Conceptual Understanding representing, generalizing, abstracting, modeling, working with symbols Better Problem Solving More Engagement, Broader Participation Increased Interactivity Immediate Feedback to Learners/Teachers Access to More Important & Deeper Mathematical Thinking (Bransford, Brophy, & Williams, 2000; Heid & Blume, 2008; Kaput, 1992, 1994; Roschelle, Pea, Hoadley, Gordin & Means, 2000)

Technology in Mathematics –Key Learning from Research & Practice Ways Technology Can Support Mathematics Learning By Enabling Dynamic Representation and Interaction with Mathematical Concepts & Ideas By Supporting Formative Assessment Practices By Supporting Shared Analysis & Discussion of Mathematical Thinking & Approaches (Student Work) By Enhancing Student and Teacher Collaboration

Technology in Mathematics –Key Learning from Research & Practice Maine Studies & Projects Maine Impact Study of Technology in Mathematics (MISTM) USDOE Access to Algebra Using Interactive Technologies (Access IT - ME MSP) Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) OER in Mathematics Professional Development Project (ARRA Grant) Maine Learning Technology Initiative – Mathematics PD Support

Technology in Mathematics –Key Learning from Research & Practice MISTM Maine Impact Study of Technology in Mathematics (MISTM) Funded by the U.S. Department of Education Office of elementary Secondary Education School support and Technology Program (#5318A03005) Randomized Control Trial– Delayed Treatment 2 Years – Ongoing, Embedded Professional Development Lowest Performing Middle Schools

Technology in Mathematics –Key Learning from Research & Practice MISTM Research Question Can middle school mathematics test scores be improved by providing high quality, technology- infused professional development to middle school mathematics teachers in rural districts? A1 – Numbers and Operations, which includes Numbers and Number Sense, and Computation. G1/K2 – Patterns, which includes patterns, relations & functions, algebra concepts, and mathematical communication.

Technology in Mathematics –Key Learning from Research & Practice 10 Randomized Control Group Design Experimental Group Control Group Receive Professional Development Receive No PD Impact on Student Mathematics Performance Qualifying Rural Schools

Technology in Mathematics –Key Learning from Research & Practice 11 Logic Model for MISTM Research Pre-Treatment: Teachers’ math content knowledge Teachers’ math pedagogical skills and practices Teachers’ technology integration knowledge and skills Teachers’ general and mathematics efficacy beliefs Teachers’ background and experience PD Intervention: Teacher professional development in math content and pedagogy using applets and delivered through:  Face-to-face workshops  Online workshops  Peer coaching and mentoring  Site visits Process Outcomes: Teachers’ math content knowledge Teachers’ pedagogical and technology integration knowledge and skills Teachers’ mathematics instructional practices especially using technology Teachers’ teaching beliefs Achievement Outcomes: Higher math test scores for students

Technology in Mathematics –Key Learning from Research & Practice 12 Professional Development Intervention Content Knowledge  Deepen teacher content knowledge in targeted areas Pedagogy  Improve teacher pedagogical practice in technology infused mathematics classrooms Technology Integration  Develop and apply strategies that support the integration of technology for the teaching, learning and assessment of mathematics Professional Learning Community  Engage teachers in meaningful interaction and dialogue about mathematics through face-to-face and online environments A multi-faceted two-year program which included:  Face-to-Face Activities (60 hours)  Online Learning Component (100 hours)  Peer Coaching/Staff Mentoring/Site Visits (48 hours)  208 hours total over two years

Technology in Mathematics –Key Learning from Research & Practice MISTM Website

Technology in Mathematics –Key Learning from Research & Practice Critical Aspects of PD Suite of tools Interactive, flexible, open Linked representation Graphs, expressions, tables, sliders

Technology in Mathematics –Key Learning from Research & Practice Desmos Graphing Calculator Graphing calculator: in-browser, interactive, free, connected to global community of users, numerous support resources provided, free iPad app  Desmos Website  Modeling Example Demo TeacherDemoTeacher  Graphing Simulation CarnivalCarnival

Technology in Mathematics –Key Learning from Research & Practice Formative Assessment Immediate Feedback from the Interactive Tool - Applets Online Tools that Provide Feedback, Summary – That Quiz / Google Forms Screencasting Software – Student Explanation (Making & Sharing)

Technology in Mathematics –Key Learning from Research & Practice Explain Everything (iPad)

Technology in Mathematics –Key Learning from Research & Practice 18 Results Summary Research Question: Can middle school mathematics test scores be improved by providing high quality, technology-infused professional development to middle school mathematics teachers in rural districts? Answer: Qualified “yes”

Technology in Mathematics –Key Learning from Research & Practice 19 Results Summary  When teachers actively participated in the PD intervention activities for two years, their content knowledge increased as did their use of technology in teaching mathematics.  Student knowledge of mathematics patterns and relationships did increase (G1/K2), but knowledge of numbers and operations (A1) did not.

Technology in Mathematics –Key Learning from Research & Practice 20 Reflections / Next Steps “ Of all the topics in the school curriculum, fractions, ratios, and proportions arguably hold the distinction of being the most protracted in terms of development, the most difficult to teach, the most mathematically complex, the most cognitively challenging, the most essential to success in higher mathematics and science, and one of the most compelling research sites” (Lamon, 2007, p. 629).

Technology in Mathematics –Key Learning from Research & Practice 21 Reflections / Next Steps  Teachers need more explicit strategies and tools to develop student’s conceptual understanding and target misconceptions in rational number concepts  Student’s also have research-based misconceptions in early algebra that need to be explicitly targeted.

Technology in Mathematics –Key Learning from Research & Practice 22 Next Steps  Build upon the potential of technology to provide multiple forms of immediate feedback  Enhance Formative Assessment Practices  Explicitly Target Research Based Student Misconceptions

Technology in Mathematics –Key Learning from Research & Practice Maine Studies Access to Algebra Using Interactive Technologies (Access IT - ME MSP) Reducing Barriers by Addressing Misconceptions in Mathematics (RBAMM -ME MSP) Use of Formative Assessment Targeted Use of Interactive Applets Aligned with Misconceptions 2 Years – Ongoing, Embedded PD Middle School /High School

Technology in Mathematics –Key Learning from Research & Practice RBAMM/ACCESS IT

Technology in Mathematics –Key Learning from Research & Practice RBAMM/ACCESS IT

Technology in Mathematics –Key Learning from Research & Practice Rational Number Students overgeneralize from whole number understandings Need to explicitly confront misconceptions

Technology in Mathematics –Key Learning from Research & Practice Rational Number

Technology in Mathematics –Key Learning from Research & Practice Equivalent Expressions

Technology in Mathematics –Key Learning from Research & Practice Findings Increased Awareness of Student Misconceptions & Targeted Intervention Tools (Applets) Increased Use of Formative Assessment Practices Increases in Student Learning in Targeted Content

Technology in Mathematics –Key Learning from Research & Practice Maine Studies OER in Math Professional Development Project Funded by the ME Department of Education Use of Open Educational Resources 2 Years – Ongoing, Embedded Professional Development MS/HS Focus on Formative Assessment

Technology in Mathematics –Key Learning from Research & Practice Logic Model

Technology in Mathematics –Key Learning from Research & Practice Critical Features Use of Open Educational Resources - GeoGebra (GeoGebraTube) Heavy Focus on Formative Assessment Practices (Student Role, Pre/Post ) Focus on Formative Assessment Involved Local Teacher Leaders in Resource Development / Capacity Building

Technology in Mathematics –Key Learning from Research & Practice TPACK For Mathematics Make TPACK explicit Creation & use of video, screencasts, and shared products Create ongoing PLC s Involve students in the formative assessment process

Technology in Mathematics –Key Learning from Research & Practice Findings Increased and sustained student achievement in targeted topics Increased teacher knowledge of student misconceptions, increased frequency of use of formative assessment strategies, increased use of technology to support a cycle of inquiry, increased competency with integration strategies (esp for development group "Culture eats strategy for breakfast" – Peter Drucker

Technology in Mathematics –Key Learning from Research & Practice Findings Increased and sustained student achievement Enhanced culture of learning "Culture eats strategy for breakfast" – Peter Drucker

Technology in Mathematics –Key Learning from Research & Practice Non Routine Problems