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ERIC Number: EJ1119193
Record Type: Journal
Publication Date: 2016-Nov
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1073-5836
EISSN: N/A
Writing Code to Assess Geometric Reasoning
Bolognese, Chris A.
Teaching Children Mathematics, v24 n4 p236-243 Nov 2016
Eliciting student thinking is paramount to effective mathematics teaching and learning. Although one can use many strategies and techniques to promote student thinking, technology is one resource that is often underutilized. Whether it is the informed use of calculators or an interactive website, technology can be leveraged to promote mathematical curiosity, reasoning, and communication. As discussed in NCTM's "Principles to Actions: Ensuring Mathematical Success for All," when electronic tools are used meaningfully, "students have a greater sense of ownership of the mathematics that they are learning, since the applications promote a sense of shared enterprise in the learning of mathematics." Indeed, in a meta-study of technology and student engagement, Moos and Marroquin (2010) found that student interest is enhanced when learners are free to use technology in student-centered environments. With these benefits in mind, this article explores how fifth-grade students' use of technology, specifically writing code using the platform "Scratch," not only promoted curiosity and mathematical reasoning but also allowed for a more detailed way of assessing students' prior geometric understanding. Examples of student work appear along with suggestions of how anyone can learn to code with "Scratch."
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: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A