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I am frustrated with many of the math tech programs out there that say they are data-driven. My issues:
I am frustrated with many of the math tech programs out there that say they are data-driven. My issues:
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Yes, I’m not excited to see math boiled down into tiny skills as if learning these skills counts as “doing mathematics”. Stein and Smith help us see the differences between memorization tasks, tasks without connections, tasks with connections and “doing math”:
Yes, I’m not excited to see math boiled down into tiny skills as if learning these skills counts as “doing mathematics”. Stein and Smith help us see the differences between memorization tasks, tasks without connections, tasks with connections and “doing math”:
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And yes, I’m frustrated that many of these programs utilize multiple choice or fill-in-the-blank style questions, where there is no dynamic thinking or manipulation of any kind.
But neither of these is my biggest issue
And yes, I’m frustrated that many of these programs utilize multiple choice or fill-in-the-blank style questions, where there is no dynamic thinking or manipulation of any kind.
But neither of these is my biggest issue
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My biggest problems lies where these programs promote “data-driven” components that aim to pinpoint student deficits.... especially when many of these programs focus solely on low-level mathematics questions, or worse, flawed mathematics!
My biggest problems lies where these programs promote “data-driven” components that aim to pinpoint student deficits.... especially when many of these programs focus solely on low-level mathematics questions, or worse, flawed mathematics!
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For example, I saw a teacher using a program the other day (doesn’t matter which one). Kids were asked which shape has an area of 6cm^2:
A rectangle with 2cm and 3vm dimensions
Or a triangle with height of 3vm and base of 4cm
Half the kids picked the wrong answer!?!?
For example, I saw a teacher using a program the other day (doesn’t matter which one). Kids were asked which shape has an area of 6cm^2:
A rectangle with 2cm and 3vm dimensions
Or a triangle with height of 3vm and base of 4cm
Half the kids picked the wrong answer!?!?
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Can you see how dangerous this is!?!? Students being flagged as not understanding something, that they might fully understand. Or students clicking the correct answer without fully grasping the concept. Nothing about this question is helpful for a teacher.
Can you see how dangerous this is!?!? Students being flagged as not understanding something, that they might fully understand. Or students clicking the correct answer without fully grasping the concept. Nothing about this question is helpful for a teacher.
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But if all a teacher sees is a dashboard of correct/incorrect answers, the teacher would presume things that could potentially lead the teacher down a path that is unproductive.
But if all a teacher sees is a dashboard of correct/incorrect answers, the teacher would presume things that could potentially lead the teacher down a path that is unproductive.
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These programs need to do a better job. Is this subtraction question showing 62-39=23 or 62-23=39?
While we know it could be either, the program only allows 1 correct answer.
These programs need to do a better job. Is this subtraction question showing 62-39=23 or 62-23=39?
While we know it could be either, the program only allows 1 correct answer.
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@kassiaowedekind beautifully wrote about this sensitive topic when she called out iReady: https://mathexchanges.wordpress.com/2018/06/14/why-iready-is-dangerous/">https://mathexchanges.wordpress.com/2018/06/1...
@kassiaowedekind beautifully wrote about this sensitive topic when she called out iReady: https://mathexchanges.wordpress.com/2018/06/14/why-iready-is-dangerous/">https://mathexchanges.wordpress.com/2018/06/1...
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And @TracyZager articulately shared her criteria she uses when discussing effective math fact tech: http://tjzager.com/2016/01/05/my-criteria-for-fact-based-apps/">https://tjzager.com/2016/01/0...
And @TracyZager articulately shared her criteria she uses when discussing effective math fact tech: http://tjzager.com/2016/01/05/my-criteria-for-fact-based-apps/">https://tjzager.com/2016/01/0...
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I’m not sure I know all the answers here, but I do know that these programs need to do A LOT better.
I’d love to hear some ideas.
I’m not sure I know all the answers here, but I do know that these programs need to do A LOT better.
I’d love to hear some ideas.
