Week #6 Reflection

This week in our mathematics class we furthered our investigation on the topic of ratios, rates and proportions. To begin we were given different questions which we worked on independently and then reconvened as a group to discuss different ideas produced and thoughts generated. This is a great technique for instructing as it gives enough room for both independent work and group discussion. We continued our lesson by looking at the how rational proportions are similar to fractions in that they are used to compare or relate numerical values that are equal to one another. Similar to fractions this unit presents numbers in an unfamiliar for many individuals therefore it is important that educators take the time to provide students with a variety of methods to compute and understand what is being taught. To benefit the greatest amount from a lesson an educator must make a lesson practical and relatable for their students. When a student feels that what they are learning is beneficial towards their everyday life they are more likely to succeed and be inspired to learn.

This idea was demonstrated in our lesson when we were introduced to “Joels Kitten Problem”. This activity required individuals to work together in groups of two to four and come up with our own method to solve the problem. As a group we were responsible to solve the question and write out our steps with clear details on a piece of chart paper. When this was complete we joined up with a new group were we were responsible to instruct others on what we had done and communicate our way of interpretation and thinking. The benefit of this question was that it was open ended, it allowed for a variety of unique solutions and thinking techniques, as there was not a definite way to produce an answer. This method of teaching was informative as it was fascinating to observe the variety of thinking techniques. For example my group solved the problem through trial and error whereas the group we partnered up used fractions (Figure 1). Although our techniques were completely different, we both came up with the same conclusive answer. I thoroughly enjoyed participating in this exercise as listening, explaining and communicating with fellow peers not only strengthened my knowledge but expanded my overall understanding of the lesson.  As a future educator I anticipate including this technique in my classroom as I feel that students learn best from one another and benefit when they are put in an instructional position.

In my prior blog post I discussed the importance of including interactive, educational games into a lesson in order to satisfy the twenty first century practice of learning.  This week I explored the resources provided by our professor however continued to explore the outlet as I wanted to see what else the website offered for users. One game which I found particularly interesting was “Ratio Blaster” (Figure 2) an interactive game which worked to enhance students understanding of rational equations. Users are given one minute to complete as many equations as possible in order to proceed to the next level.  When a question is answered correctly the ships you are shooting at remain still however answered incorrectly the spaceships move closer to your shooter. The equations were not complex and when answered incorrectly, the correct answer was demonstrated. Unlike the resource “Orbit Integers” I explored last week this game was not a race, which may be beneficial for students who cannot handle a more fast paced game as well when a question was answered incorrectly a new solution was not produced instead the same question was asked which allowed individuals to fix their wrongdoings. As twenty first century educators it is our responsibly to introduce students to the abundant amount of resources available to them. We must take the time to discover different resources as they will have numerous benefits within a classroom.  

Figure 1

A screenshot of my group and a peers group solution to the question presented in class. Both solutions demonstrate a wide range of thinking however the final answers produced are similar.

Figure 2

A screen shot of "Ratio Blasters" users aim to "shoot" the correct answer for the question provided. The space ships lower when a question is answered incorrectly until they reach the users blaster.

Link to "Ratio Blasters"
http://www.mathplayground.com/ASB_RatioBlaster.html