When students think “fun,” memories of math class likely won’t be the first to pop into their heads. But that doesn’t have to be the case.
There are approaches and exercises, with and without computers, that can enliven your math lessons.
Although many technology-based teaching methods and resources effectively engage students and build their skills, many educators encounter difficulties when using technology in the classroom.
Maybe a specific platform is too hard to introduce. Or maybe it won’t run on your devices. Despite the challenges, you likely want to enjoy the benefits that education technology can deliver.
Gamifying your classroom can take hours of preparation and has developed a reputation as a “hit or miss” teaching approach, but following research-backed advice can drive its success.
Not to be confused with game-based learning, gamification largely involves applying video game elements to non-game settings. This concept may be simple, but classroom gamification is complex and follows a five-step process:
Playing math games has emerged as a way to make class engaging, but you must ensure these activities build skills and reinforce lesson content.
Just like there are many helpful math websites, there are online and offline games suited for this job. They can act as customizable entry and exit tickets, as well as mid-class activities.
As adaptive learning technology develops and grows in popularity, an increasing number of administrators face challenges when implementing a given program at the school or district level.
For example, teachers must be receptive and trained to properly use an adaptive learning program. Difficulties can occur before even introducing a program, such as finding one that’s appropriate.
Many teachers struggle to smoothly incorporate games into lessons due to time and logistical issues, yet see game-based learning (GBL) as a way to engage students and appeal to diverse learning styles.
Research has continuously shown such advantages. For example, video games stimulate an increase in midbrain dopamine to help store and recall information, according to a 2014 article in the journal of Learning, Media and Technology.
As educators look to teach and engage students using EdTech (educational technology), many turn to Monica Burns.
The Apple Distinguished Educator and founder of Class Tech Tips left teaching in New York to become a technology and curriculum consultant.
It’s been three years since she started her new career.
In that time, she has consulted at schools across the world and presented at conferences such as SXSWedu and EduTech. She also became a published author, writing about how to use QR codes and scannable technology in the classroom.
As students with diverse learning styles fill the classroom, many teachers don’t always have the time to plan lessons that use differentiated instruction (DI) to suit their distinct aptitudes.
This can involve adjusting:
When my co-founder and I started Prodigy, our goal was to get students as excited about learning math as I was about playing Pokemon as a child. As teachers, you’ve likely seen this excitement in your own classrooms, but one overriding question keeps coming up – does all of this excitement lead to quantifiable improvements on standardized test scores?
To figure this out, we dug deep into data from one of our first districts, Kawartha Pine Ridge DSB in Ontario, Canada. The data shows that highly active schools on Prodigy had 11.6% more students meeting standards on EQAO testing (Ontario’s standardized test) compared to the previous year. This represents an 11.5% difference over inactive schools, which only saw a 0.1% improvement.
You can download the full whitepaper here: https://www.prodigygame.
There is also a short 2-page summary here: https://www.prodigygame.
Post written by Rohan Mahimker, Co-CEO Prodigy