Technology Addition for Student A
Support your technology
decisions and blog with 3-5 scholarly resources.
According
to the results of the learning style inventory, eighth-grade math student
Student A is a self-aware, yet apprehensive individual who tends to adopt a
global perspective. The student is performing two grade levels below in
mathematics, which is likely attributable to chronic absenteeism that induces
anxiety because the learner misses a minimum of one-day per week of school due
to a medical condition. Student A indicated a preference for mathematics to be
presented in a global format, with a particular interest in visualizing
mathematical concepts through charts, diagrams, or pictures. During mathematical instruction, Student A is
more likely to retain the information when the instructor demonstrates
problem-solving techniques while verbally walking through the problem.
The initial technological
application that I would propose for this student is the Dreambox Online Math
Series. This program was selected due to its comprehensive coverage of the
mathematical principles of algebra, gamification platform, and flexibility for
students to access and utilize the material both at school and at home.
According to Hudson (2023), Deeper Learning ideas to help educators and
students overcome math hurdles. Deeper Learning emphasizes interconnected
capabilities for students to build a thorough grasp of mathematics material and
processes, enabling them to apply their knowledge to new issues in the
classroom, life, and job. This is especially important for students to tackle
global issues in the real-world. I would allow time for Student A to work on
this program for 20 minutes per day in rotated station format. The assignments
will be personalized as the program offers this feature. The program also
allows me to monitor the student’s progress and because this student is a
reflective learner, I would assign a reflection sheet in Google Classroom for
each lesson for Student A to reflect upon. The reflection TNW reflection sheet
consists of questions stems: “I Think…, I Notice… and I Wonder.” According to
Persico (2021), TNW writing exercises promote complete student involvement
because they are open-ended and do not have a exact solution. Teachers
frequently ask students to record their comments in a math diary notebook. The reflection sheet would also be available to
Student A at home because Google Classroom is a program that allows student to “turn
in” work asynchronously on
days that the student is absent. Global
awareness is ingrained in all parts of this program by requiring students to
generate practical solutions at every opportunity. As a result of engaging students in
algebraic reasoning through DreamBox's transformative digital experiences, they
develop conceptual comprehension, procedural fluency, and the ability to solve
problems strategically and creatively. (Hudson, 2021)
A second technology tool that I would suggest for this student
would be to complete the algebra related assignments in the “Generation Genius”
Platform. Generation Genius is most effectively utilized when instructors
incorporate the accompanying teachings into their lessons. Although the videos
provide some assistance, it is the courses that truly enable students to apply
the Mathematica Practices. (E. P. 2023) The lessons are suitable for this
students because the videos promote opportunities for visual and verbal
stimulations. Also the lessons encourage collaboration, which aligns with the
global learning concepts. These lessons can be done during class or at home
which will match well when this student is absent. Teachers are able to assign
sheets into Google Classroom which will allow students to complete the
assignment.
References
P, E.
(2023). Generation Genius Review for Teachers. Common Sense Education. https://www.commonsense.org/education/reviews/generation-genius
Persico,
A. (2021). 2 ways to encourage reflection on math concepts. Edutopia. https://www.edutopia.org/article/2-ways-encourage-reflection-math-concepts
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