The most intriguing information was the example Robin gave of teaching all 3 forms of an algebraic equation (data table, graph, symbols) from the beginning of the unit through to more advanced functions. The students that learned that way understood the concepts better and when they took a symbolic test, they significantly outperformed students who didn't always see all 3 forms presented. When Robin's students saw a dynamap, they could conceptualize the relationship between x and f(x) much more easily because they had been learning the original concept more thoroughly.
My question is: why isn't math always taught this way? Math is about relationships, so it makes sense to show the students all the possible versions of the same relationship up front. I want to learn how to make a dynamap and use the various technological tools in Geometer Sketchpad (GSP) to develop deeper understanding in students.
I hadn't consciously thought about math being the gatekeeper for STEM subjects before because I've always enjoyed math and did well in it. The idea that, as a teacher, I need to "make it doable so kids can learn and succeed" is eye-opening. In my classroom, I would incorporate the powerful tools in GSP and Excel that allow the student to start with the concrete and experiment with it at their own rate, building their confidence until they understand the abstract.
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