Skip to main content

GSP meets Algebra 1

I was pleasantly surprised when my ITRT (read: tech person) at school emailed and said she found out we had a lab license for Geometer's Sketchpad (GSP). Last summer I took an online course from KeyPress to learn how to use GSP and more specifically, how it can be used in Algebra classes. I was very excited to learn more about this software and to be given examples of how it can apply to the concepts we teach in Algebra classes.

Earlier in the year, I used GSP to demonstrate adding and subtracting integers. I was using it as a demonstration tool at first, projected on my SMARTBoard. One problem I found using it that way, was that the sketch itself was too small for the students to see, and I ended up having one student sit at my computer and do the manipulating. I tried to make it work, and to let students take turns doing the manipulating, but it just didn't work the way I wanted it to. It was good, however, introducing the basic concept of what I was trying to develop: adding and subtracting integers on the number line. We then took that concept/idea and went back to paper and pencil methods.

This time, I took the students to the lab. We are solving equations, starting with the basics and moving forward to multi-step. I started the unit asking them to find the missing number in some simple equations, to see what methods they intuitively used. Next, we talked about working backwards, doing the opposite of what is currently being done to the variable, in order to get the variable alone. Finally, I wanted them to be able to explore the balance method of solving equations. I found a sketch with a balance, using positive and negatives. Gave the students a guided worksheet to explore what happens when you do different things to the balance. Was looking for the students to discover some properties about balancing equations (i.e. adding/subtracting the same number from both sides keeps the equation balanced, a positive and negative "cancel" each other, whatever you do to one side you must do to the other).

The students (as could be expected) struggled with the software. It was the first time they used it and the sketch had too many other things they could explore. They were curious and excited to play with it. I was able to ask some higher level questions, and the students responded well because they could support their ideas with the sketch. Their reading level caused them to struggle, even with the simple worksheet I created. I spent a lot of time going from student to student explaining what to do next.

Hopefully I'll be able to use this program again with this class, because I think they will be more comfortable with it and it'll probably be more successful the more they use it. Just thought I'd share my experience. Any suggestions are welcome.

**Note: I can't figure out how to upload the GSP files, so if you want a copy, leave a comment or email me**

Comments

Popular posts from this blog

ASL/English Vocabulary in the Math Classroom

My last semester in college, while I was student teaching, I had a class that emphasized different key topics in the field of Deaf Education.  One such topic was vocabulary development.  We all already knew that students who are deaf/hard of hearing have a lower vocabulary than their same-age hearing peers for a variety of reasons not least of which being their limited access to "incidental learning" that comes from listening to other people's conversations/tv/radio, etc.  In our class, we talked about ways to introduce new vocabulary in order to give students a more connected understanding of the new word in its five distinct forms. Picture Description/definition ASL sign (if applicable) English word (in print) Fingerspelling of English word I try to be conscious of this as I teach.  It's very difficult sometimes, and many of the math terms to not have standard ASL signs, so it is more difficult for the students to attach meaning and use the new term through f...

Confession...I'm planning to use Khan Academy this year

It seems Khan Academy (henceforth referenced as KA) has a pretty bad rap in some math teacher circles.  I understand that the videos are somewhat lacking in the engagement factor, and motivating students with points and badges can seem somewhat elementary.  I also see that KA tends to focus more on a procedure/pattern than actual problem solving.  All that said, I will be using KA this year in my resource classroom.  I have a group of students that are in my class for numeracy skill building/strategies instruction.  I'm supposed to be teaching them 25 mins/day and allowing them 25 mins/day to work on their homework or classwork.  I have students of all grade and ability levels in one resource class, so lesson planning becomes difficult.  Twenty-five minutes is not a long time when you think about it, seemingly less when you think about real problem solving tasks. Enter KA.  Each student can be working on exercises related to what their indivi...

Professional Goals

On my way to an evaluation team meeting today (I want to write more about that...but don't feel I can confidentially...one bad thing about being myself online and not having a blog pseudonym), I had a bit of a heart to heart with my boss (principal). You might think, "on the way" isn't very long...but picture 100+ outdoor stairs from the school building to the admin building where the meeting was being held...lol. Anyway, he was asking me how things were going, if I could believe that the year is already almost halfway over, and how time has flown in the 1.5ish years I've been in VA. He also mentioned that I have 30 more years to go before retiring. After that comment, he asked about my professional goals: When you're getting ready to retire, what do you hope to have accomplished/done? At first, I didn't know how to respond. I'm not much for long-term planning. I'm lucky to know and have decided that I indeed will be staying in VA for at leas...