Jessica+Sawyer


 * Welcome to Jessica Sawyer's page! **

Greetings! I am a senior Mathematical Sciences and Secondary Education Mathematics major at Clemson University. After graduation, I would like to either attend graduate school or begin my teaching career. I have a passion for helping students learn and grow in mathematics as well as in life. In my free time, I enjoy being active and outside.

1. Personal Refle  ction:
In the math classroom, there is a growing need for technology in the classroom as well as teachers who know how to appropriately use technology in teaching mathematics. I believe that technological aids, when implemented correctly, can be useful and beneficial for student learning; however, it takes skill and practice on the teacher's end to ensure the aids benefit students rather than distract them. For example, I believe SmartBoard tablets can be very useful in a classroom: teachers can move about the classroom while giving instruction, students can write on the tablets to show work, as well as other activities that engage the students; however, I have seen numerous teachers use these tablets as an excuse to sit in the back of the classroom or at their desk and write notes on the board. From this view, the teacher does not know whether the students are engaged, understanding the material, or learning the mathematics being lectured. I would like to learn more about different programs and softwares that I can implement in my future classroom to help students learn the material in an engaging and relevant manner.

Throughout my mathematics education, I have been exposed to minimal technological aids during instruction. In the vast majority of my mathematics courses, besides my education department courses at Clemson, I have been taught math through the means of a chalk board or white board. Therefore, when I was introduced to the large variety and quantity of useful technology, I was initially shocked and later intrigued as to how one might use these in a classroom setting. I had always assumed I would be the teacher with the white board and marker, just like my past teachers. At Clemson, and specifically the education college, I have been taught using calculator projections, SmartBoard applications and software for math, as well as radar sensors that can digitally graph acceleration and distance. Moreover, numerous courses at Clemson have used SmartBoard tablets of some sort to project their notes, both typed and handwritten, on screens throughout the classroom.

In my personal uses of technology, I have predominately Microsoft Office items: word, powerpoint, and excel. These applications have been used for numerous assignments, from elementary school till now, and I have become very aware of the different options and settings on these programs. Moreover, I have used Casio and TI-83 calculators when solving mathematics problems as well as learned different methods of teaching using them in my introductory teaching courses. In my lesson plans, I have used SmartBoard applications and presentations to teach Algebra 1 students; however, it was only one fifty minute lesson. Lastly, I have used video recordings and iMovies for assignments in my college courses.

2. Online Assessment Tools:
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As with all technology, there are benefits and challenges. One of the benefits of online polls is that the students can respond to questions immediately; therefore, the teacher can assess student understanding and see what needs to be readdressed efficiently. Another benefit for this technology is that the students are engaged and able to use technology they are familiar with- cell phones and computers- in their mathematics learning. One challenge with polleverywhere is the notion that students will have their phones out during classroom instruction; students might get distracted during instruction if they have access to phones and computers.
 * a. What are the benefits and challenges for this technology?**

I probably would not use polleverywhere in my future classroom during actual classroom instruction. As a new teacher, I do not want to give my students the opportunity to get distracted by using their cell phones. However, I would use polleverywhere in my classroom as a part of a homework assignment. For example, I could use a poll to ask students to answer a question in the unit or say what they value most in mathematics courses after the first class.
 * b. Would you use this technology in your future class? Why?**

3. Video Recording:
The video I watched was called "Averages" and discussed the methods you can use to solve averages of numbers. First, he discussed the standard procedure of summing the numbers and dividing by the total numbers summed. He then used to content in a relatable example of test scores; students need to find something to relate the content to in order to retain and understand the material. Overall, I would probably not use this actual video while teaching my students about averages; however, I would definitely use similar teaching methods of expanding upon the a set of numbers to solve for a unknown variable. Also, I think test scores are a great contextual example of averages for students. Another great expansion would be baseball scores or clothing prices.

4. Microsoft Mathematics 4.0


**a. Would you use Microsoft Mathematics 4.0 in your future classroom? If yes, how wouold you use it? If not, why not?**

In my future classroom, I will definitely use Microsoft Mathematics 4.0; I think my students will benefit in a variety of ways. First, I think the colored graphs are great for visuals. As teachers, we can only draw accurately, quickly, and meaningfully to an extent; however, this software allows us to illustrate math in a quick, correct, and meaningful manner. Also, students will learn the processes of solving equations through the "solution steps" addition. Not only does Microsoft Mathematics 4.0 generate a quick answer, but it gives in-depth details to the procedure used to solve the problem. Therefore, I would definitely use this software during classroom instruction or lecture. **b. Would you recommend your students to use this software at home as a homework supporter? Why or why not?** Unfortunately, I would not recommend this software at home as a homework supporter. Considering all the technical difficulties we experienced in class, I do not want my students to be confused and frustrated with their homework assignments due to technological errors. Moreover, I am aware that not all of my students will have access to high-speed internet or computers at home, so an online assignment would pose problems for those less fortunate. Although I would not recommend this software for my students' individual use, I would allow them to use it during guided class work or something along those lines in a school computer lab.

**c. What kind of mathematical views emerge from the Microsoft Mathematics 4.0? Assume that you are a high school student and you use this software at home or during some of your mathematics classes with the guidance of your teacher. How would you view or perceive mathematics in the light of this software? Explain it.** Assuming that I am a high school students using this software, I view math in a completely meaningful and new light. Problems in almost every math course can be explored on the online calculator and its variety of modes: calculus, linear algebra, statistics, standard, and trigonometry. Moreover, I can work simultaneously with a worksheet and a graph to see my functions, inequalities, and data sets graphed while I solve them or observe the methods the program used to solve the problem. Lastly, I can see how alterations of coefficients can impact a graph quickly and gain understanding of the impact those coefficients have on the function at hand. Overall, I can deeply explore complex mathematics using a variety of illustrations and solution methods when I use this software.

5. SmartBoard Math Tools

 * Number Operations Lesson
 * South Carolina Curriculum Standard: MA.6.6-3.1 Analyze numeric and algebraic patterns and pattern relationships

The lesson Number Operation: Rules of Sequences is an excellent resource for teaching during the algebra units covering arithmetic and geometric sequences. In the lesson, students are provided general definitions and formulas regarding sequences; this foundational information is crucial for students to have during their individual study and at home practice. Also, during the lesson, there are allotted break-periods to "check for understanding" and review the previously addressed material through an interactive game or series of questions. Lastly, this lesson is beneficial in the face that it builds upon itself; the first slides contain basic ideas on sequences (finding the common ratio or difference) and progress to harder concepts (finding the nth term or writing an equation for a sequence). For it's inclusion of interactive games which allow for whole-class participation and it's surplus of information in one powerpoint presentation, I find this lesson to be more beneficial than a traditional lesson. Moreover, the majority of SMART Exchange lessons contain similar formats: key information, review checkpoints, and engaging games; these qualities set this program apart from the traditional lecture. Also, where MS Mathematics 4.0 is focused more on equations, graphs, and calculator procedures, SMART Exchange focuses more on engaging the students to think of math by means of interactive activities and powerpoint-type presentations. Therefore, I would use these two programs as completely different resources when constructing my lessons.

One negative aspect to SMART Exchange is that it requires technology, and sometimes, technology contains kinks that teachers can not predict. For example, if I were to solely rely on using a lesson from SMART Exchange one class period, and the school internet server goes down or the software malfunctions, my students' learning could be jeopardized for that lesson. In order to prevent situations where I am left without the SMART Exchange presentation I had planned to use, I would always keep printed copies of the lesson as well as translate the basic slides (ones that do not require SMART technology) into powerpoint presentations that I could display in case of an internet malfunction. On the other hand, if the technology is working perfectly, but I see my students are struggling with understanding the information presented digitally, I will adapt my lessons to a more hands on/written out approach to allow my students to tangibly see the sequences. I would do this using centimeter cubes to illustrate sequences increasing by common differences and ratios. Overall, I think this lesson as well as other SMART Exchange lessons will benefit my students and engage them in learning mathematics.

6. Geogebra

 * a) What do you think about dynamic mathematics environment? Do they contribute to students’ learning? How? **


 * b) Compare GeoGebra with GSP regarding your experiences! Be specific with examples, tools and design features both have! **