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ERIC Number: EJ1098458
Record Type: Journal
Publication Date: 2016-Apr
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1072-0839
Using iPads to Your Advantage
Zakrzewski, Jennifer L.
Mathematics Teaching in the Middle School, v21 n8 p480-483 Apr 2016
In this article, middle school mathematics teacher Jennifer Zakrzewski describes how she successfully incorporated iPads and Apple TV (for projection of iPad screens) into her classroom while having her students solve a problem about mangoes. As Zakrzewski began a unit on multiplying and dividing fractions, she chose to start with the Mangoes problem from NCTM's Illuminations website. Throughout the evening, a King, a Queen, and two Princes eat various fractional amounts of the mangoes from a bowl in the kitchen. Students were asked to use the fractions presented to determine the original number of mangoes. The students discussed the problem in groups and the following day, the groups formed solutions and gave reasons for their method of solution. They worked together to display their work on their iPads and answer questions from their peers about their solution. Not only did the use of the iPads and projection screen increase students' engagement, it also saved valuable instruction time. Rather than having students come up to the front of the class and re-write their solutions onto a white board, students are ready to project their work and do not need to leave their seats. Additionally, students enjoy presenting their solutions on the iPad and work diligently in order to do so--they are more eager to answer questions from their classmates while they are presenting their screen and their solution descriptions are much more thorough.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A