Tiffani+Gaskin

=
My name is Tiffani Gaskin, and I attend Clemson University. I am a Secondary Education/Mathematics Major. I am from Sumter, South Carolina, and I graduated from Crestwood High School as Salutatorian of my class. Even though I work extremely hard in school, I believe in enjoying life. I love to stay active and moving. I am apart of Clemson Dancers and Phi Sigma Pi, a honors fraternity. I also work at Littlejohn Community as a tutor. I believe helping others is the greatest gift I can give. ======

=
I believe the use of technological aids in the teaching of mathematics is vital to a successful classroom. The students of today's generation are significantly different from previous generations. Students are surrounded by technology. From computers to iphones, students are engulfed in the world of electronics. Therefore, I believe the classroom should be reinvented to meet the interests of the students. When students are engaged, the learning process is fun. Technological aids keep students involved in the classroom. For example, Smartboards are interactive with students, iphones are used collect data, and computers are used for test taking. Students feel more comfortable with using technology; schools should encourage this preference. ======

=
My teachers used technological aids sparingly. The most exposure I had in high school was PowerPoint. However, my Clemson professors incorporated Smartboards in their classroom. From note taking to using the gadgets aids, my professors have taken full advantage of the abilities of Smartboards. I remember being more engaged and "tuned in" to learning when technology was fused with the classroom when compared to classrooms without technology. ======

=
Personally, I have had limited exposure to technology in the classroom, such as Smartboards and Promethean Boards. I used a Smartboard several times. From class projects to assignments, I used the Smartboard for a variety of reasons. However, I lack any experience with a Promethean Board. Yet, I am competent in my skills with other devices and programs. For example, I have used Prezi numerous times for class presentations. Also, I am experienced in Excel; I use this program for personal and academic purposes. ======

2) Online Assessment Tools
media type="custom" key="10374596"

[|Vote]

=
There are various types of benefits to this technology. This is an excellent way to gather information from a large amount people. The results are categorized efficiently with the percentage of how many people choose a specific answer. This poll is very convenient if data needs to be collected from a significant number of people and tallied. However, there are also challenges with this type of technology. The poll is voluntary. Therefore, the individuals voting for the polls will have strong opinions about the poll in order to feel obligated to vote. The results are not from a random population. Therefore, the population voting will be individuals with interests or motives for voting. The poll will not represent knowledge basis of the real population. ======

I would use this technology in my classroom because this is a great way to gather information about student knowledge without the risk of embarrassment to any student. Students would feel free to vote and express their opinion because all votes are anonymous. Using this information, I would be able to quickly assess students' knowledge and determine if the majority of my students have a firm grasp on the content. Based on the findings, I would move on to the next topic or re-emphasize material for student clarification.

3) Video Recording
[|Circles: Radius, Diameter and Circumference]

The video I watched gave a detailed description on circles. The clip focused on the meaning and how to find the radius, diameter, and circumference of a circle. I was very impressed with how well the video linked each topic to one another. I believe this would be a great resource to students. For example, if a student missed the introductory lesson on circles, they could access this website and be brought immediately back up to speed with their classmates. Also, students could use this website to explore other topics in order to learn or refresh their memory on various contents. Teachers could use this website as a teaching aid for students or learn new ways to connect ideas. Overall, I believe this excellent way for students and teachers to engage in learning.

4) Mathematics 4


I would use Microsoft Mathematics 4.0 in my future classroom. This is an excellent tool to use to show students the steps to solving an equation. I could also use this program to allow students to explore graphs and check their answers.

I would not recommend students use this software at home as a homework supporter because I believe students would abuse this program. Students would be attempted just use the program to get an answer instead of using the program to deepen their understanding of the mathematical content.

A mathematical view that emerges from the Microsoft Mathematics 4 is the incorporation of technology with mathematics. I view this software as an aid to mathematical learning. I believe this is a program will help students understand math and comprehend new concepts and ideas or provide clarity on previous topics. I would view this software as valuable tool.

5) Smart Board Math Tools
Hyperlink for Lesson: [|Geometric Proofs] Standard for the Lesson: MA.9-12.G-3.8 - Apply congruence and similarity relationships among triangles to solve problems.

The SmartBoard Exchange lesson focuses on proving congruence and similarity relationships among triangles given information about specific parts of two triangles. The properties of triangles are also included. For example, equilateral triangles have have three congruent angles and side lengths. Questions are presented in true/false form and multiple choice form. Students have to use given information to conclude which statement about certain triangles are true. Exterior and interior angles are also incorporated into the lesson to prove congruence. Lastly, the lesson utilizes figures and ask students to draw conclusions about triangle congruence and similarity.

The lesson was different from a traditional lecture because the SmartBoard lesson incorporated numerous "self-checks." The SmartBoard Exchange lesson presented numerous questions in various forms to check for student's prior knowledge, misconceptions, and comprehension. Traditional lectures usually provide students with little variety. The same question is asked several ways with one number exchanged for a new one. This aids memorization, not learning. The SmartBoard lesson covered numerous approaches to proving triangle congruence and similarity. Then, this information was used to solve problems. No question was asked twice. This lesson forced students to comprehend given information and apply it.

The lesson differs from MS Mathematics 4.0 during instruction because MS Mathematics lacks the self-assessments and questions prepared in the SmartBoard lesson. Even though MS Mathematics 4.0 is extremely useful for mathematical operations and graphs, it does not have the software SmartBoard Exchange provides. Mathematics 4.0 can not provide triangles with given information about the figure. Proving triangle congruence and similarity is not based on numbers. Therefore, Smartboard is the best option for geometric proofs.

Possible problems that could emerge regarding students' learning is a malfunction with technology and pace of the lesson. As with any type of software used from the internet, there is a possibility of the server being down or issue with the actual SmartBoard not working. I recently watched my cooperative teacher struggle to turn on her Smartboard. Valuable class time was wasted and the teacher had "wing it" for the rest of the class period. To overcome this issue, I would download all lessons to a thumb drive. Therefore, I would easy access to lessons. Also, I would be prepared by preparing lesson plans for each lesson with problems included. Students' textbooks would be incorporated in the lesson as well. Lastly, the pace of the lesson could be an issue for some students. I would mentor the class checking for student comprehension through class participation and body language. I would modify the lesson as necessary to ensure all students fully understand the material.

I believe a dynamic mathematics environment adds meaning and purpose to any mathematics classroom. A dynamic software program, such as GeoGebra, allows the user to use sliders to demonstrate the movement of a function. Therefore, students can witness the movement of any graph or representation personally. This allows students to analyze the changes of movement and create purpose from the values, such as numbers or angles, as they change. An environment based on dynamic mathematics allows students the opportunity to build a strong foundation based on the movement of functions. The software contributes to students learning because students are engaged. Since students are involved and engaged in mathematics, they are learning. Students are building upon their prior skills by exploring and analyzing the movement of various functions. A dynamic mathematics environment significantly contributes to students' learning.

I loved my experience with GSP. In my previous courses, I used the program to create and prove theorems and conjectures. This program allows the user to easily create visualizations and representations. For example, I used GSP to reflection an object about two lines that intersected. I learned two reflections equal a rotation. My experience with GeoGebra was also pleasurable. I learned how to use sliders, check boxes, and dynamic movement. On my Applet, I used all three features. However, I did like the design of GSP better. Even though GSP and GeoGebra have similar designs and tools, I believe the tools in GSP were easier to use. In GeoGebra, I had trouble imputing information for dynamic movement. I needed assistance putting the parenthesis in the appropriate places for the dynamic feature to work correctly.Yet, I believe I will use both programs in my future classrooms.