Kerisha+Maynard

**//1) Introduction//**
//**Hey guys!**//

//**I am Kerisha Maynard and I'm from Hemingway, SC. I am currently a senior majoring in Mathematical Sciences and Education at Clemson University. After graduation, I plan to become certified to teach at the middle school level and possibly seek a Masters degree. When I begin my career, I also plan to assist with the school's volleyball team.**//

//**My beliefs concerning the use of technological aids in the teaching of mathematics is that it is definitely needed. Technological aids are fun, offers great experience with technology, and most of all, technological aids offers another perspective as to how mathematics can be approached.**//

//**In my high school, I felt like I was at a disadvantage when it came to the use of technology in the classroom. The only use of technology that I can recall was the overhead projector and calculators. The hands-on experience with calculators did have some benefits, if I must add, but more aids would have been a tremendous difference. Since calculators were the only thing available, we made use of what we had. They were great and helped confirmed various topics in mathematics.**//

//**My experience using technology has, in my opinion, been very brief. I have used websites, such as Google docs to create a web page. I also sites such as Discovery Education for lesson ideas and programs like Microsoft PowerPoint. I've also used overhead projectors and calculators as well. The more aids that I have the opportunity to engage myself in, the more I can offer to my future students.**//

//2. Online Assessment Tools//
media type="custom" key="10374696" [|Math Poll]


 * //The benefits for this technology is that it allows a poll to be done automatically without the pain of collecting data by hand. In a classroom for instance, it can be used to quickly see the number of students that is in favor of or against a certain strategy that you would like to incorporate into the classroom. So say if a strategy was used in class and once the trial has been done with that class, they can quickly give feedback while remaining anonymous. The challenge is that it is anonymous and if the poll tool was utilized for other education purposes, like multiple choice questions, like the one above, the students that has the answer incorrect will remain unknown// **

//**I would incorporate this tool into my future classes for reasons like getting feedback from students about their likes about different strategies that I used in class. I'm not sure if I would use it.** //

//**3. Video Recording** //
//**[|Solving equations with variables on both sides]** //

//**This site is very useful. The link above gives a detailed explanation on how to solve equations with the variable, x, on both sides of the equation. The instructor in the video went step by step, and also used various colors to ensure distinction between steps. This technology can be very useful to introduce to students and parents because once the child is in the home setting but needs further assistance with mathematics, this can be their go-to. The students would also like this in the classroom every once in a while because it would make the class interesting, and they may learn something from the video that they didn't learn from the teacher.** //

//**4. Math 4** //


**//Would you use Microsoft Mathematics 4.0 in your future classroom? If yes, how would you use it? If not, why not? Yes I would use it in my future classroom. I was very much impressed with this software when I was introduced to it. It is a perfect program that students can use to see connections being made.// **

**//Would you recommend your students to use this software at home as a homework supporter? Why or why not? I would not recommend my students use this software at home as a homework supporter, simply because I feel that they will use it as an easy way out to do homework. I would encourage my students to complete the work and we can use Microsoft Mathematics 4.0 in class if they would like.// **

**<span style="font-family: 'Times New Roman',Times,serif;">//What kind of mathematical view(s) emerge(s) 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. In the light of this software, I would perceive mathematics as something that makes sense. This software provides visuals and allow students to make connections from one concept to the other.// **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//5. Smart Exchange//
**//<span style="font-family: 'Times New Roman',Times,serif;">I reviewed [|Writing Equations] for the lesson activity and the standard that applied to this lesson activity is MA.9-12.EA-1:The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation. //**

**//<span style="font-family: 'Times New Roman',Times,serif;">The lesson activity is one that provides instruction to students on how to write equations. The knowledge of writing equations is very important but there are a lot of students that cannot write them. One reason is that when students see word problems, they are immediately discouraged because when they think of math, they think of numbers, so once paragraphs are used, they automatically assume that it is impossible. This activity has different strategies that help students attempt words problems, and also helps students understand which symbols relate to what words when dealing with word problems. //**

**//<span style="font-family: 'Times New Roman',Times,serif;">It is different from traditional lectures because it offers a greater variety. Technology is extremely helpful to incorporate into a lesson because it allows students to visualize, and traditional lectures does not. //**

**//<span style="font-family: 'Times New Roman',Times,serif;">It is different because of course, if they are different programs, then they offer the same thing. Here, I think a teacher teacher would find this more helpful because it provides more that MS Mathematics 4.0. It allows a teacher to go in easily and find the standards that apply to what they are teaching, they can find nifty lessons to use to teach the students, etc. I think MS Mathematics 4.0 is more of a 'free-style' attempt whereas, Smart Exchange lends a 'helping hand' to the teachers by providing ideas that teachers can use in their lessons. //**

**//<span style="font-family: 'Times New Roman',Times,serif;"> Possible problems is their misinterpretation of the word problems. It seems to be common that students have a hard time deciphering words problems because they are unsure what is important information and what information that can be discarded. Students also have a hard time understanding the vocabulary words/the usage of words within words problems, and that affect their ability to translate words problems into equations. //**

**//<span style="font-family: 'Times New Roman',Times,serif;"> It may be hard to overcome these problems. I think I would approach a solution to the problem by encouraging my students to point out the useful information from the useless information. I will attempt this by reminding the students of the primary goal of the problem. I would also demonstrate a couple of problems with my students. //**

//<span style="font-family: 'Times New Roman',Times,serif;">6. GeoGebra Reflection //
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">//** The dynamic mathematics environment is great for learning mathematics. This environment integrates technology, in which houses visuals that one needs to make connections within mathematics. It is also fun which attracts students' attention, and students are able to explore many different levels and concepts of mathematics.**//


 * //<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> I think I've had better experiences with GeoGebra, because it is more user friendly than GSP, although most of the same tasks can be performed on both programs. GeoGebra has very clear menus whereas GSP does not have many menus at all. The fact that GeoGebra has more gadgets and is more attractive than GSP is a plus as well. For one, creating a text box in GeoGebra was easier than in GSP. Although I favor GeoGebra over GSP, I think it would be great for students to get a feel of both programs. //**