Integrating iPads in Math Class

Area(s) of Focus: technology
Division(s): Intermediate
Level(s): Grade 7
Abstract:

The purpose of this project was to develop lesson plans using iPad apps to engage students in mathematics and target the in-risk students by using alternate apps or work one-on-one with them.

There are three clear uses for technologies in math education: concrete representation, rapid feedback and collaborative learning. We hoped to achieve these objectives through this project. Technology (iPad apps) can provide multiple representations of concepts. It can engage students to collaboratively problem-solve math problems in the classroom. The simplicity of some of the apps requires little instruction and the students are quick to start experimenting which gives them control over their learning and frees up some time for the teacher to work with in-risk students. Technology can provide students with more rapid feedback on the correctness of their work, enabling them to self-monitor their learning. It will enable us as teachers to differentiate our instruction and assessment, as well as allow us to focus on the struggling students as well as the special education and ELL students and give them individual attention that they require. Using iPad apps as a vehicle, we hope to foster a sense of wonder in math and hope to instil a sense of “I can” in all our students – develop a growth mindset and belief that all students can learn and be appropriately challenged.

Team Members

  • Pavneet Virk

    Peel District School Board

  • Monika Szechynski

    Peel District School Board

Professional Learning Goals

  • Developed lesson plans using iPad apps to engage students in mathematics
  • Targeted the in-risk students by using alternate apps or work one-on-one with them
  • Increased professional knowledge of and comfort with technology in math class
  • Increased assessment and instructional effectiveness and efficiency

Activities and Resources

  • Explore variety of math apps and games to promote student engagement.
  • Resources required is the purchase of four iPads for the classroom so that they would be accessible to students at all times. This was crucial for the project as the iPads were daily learning tools for the in-risk students.
  • School supported the project by purchasing the chosen apps for the 20 iPads that are shared by the entire school.
  • Ongoing collaboration with the instructional technology resource teacher.
  • Professional reading (board, ministry and other published resources) and exploring Engage Math website for Peel District School Board, Clips for Math, and various other websites.
  • Math Strands App Titles
    Number Sense Integers Interactive Integers Addition and Subtraction
    Integers for Monkeys
    Orbit Integers
    Algebra Substitute in algebraic expression
    Patterning Linear Sequences
    Geometry Pattern Shapes by Math Learning Centre
    Geometry Combat
    Co-ordinate Geometry (has transformational geometry also)
    PolyNGons
    Common Geometry
    Fraction Fraction Calculator Plus Free
    Brainingcamp: Virtual Manipulatives
    Fractions: Brainingcamp (app) https://www.brainingcamp.com/ (lesson plans)
    Oh No Fractions!
    Motion Math: Fractions!
    Games http://www.mathplayground.com/measuringangles.html

    Measuring Angles Game

    http://www.hoodamath.com/

    Integer Orbitz Game

    Integer Warp Game

    https://www.sheppardsoftware.com/mathgames/menus/integers.htm

    Variety of Integer Games

    PacMan Game on Understanding Integers

    http://www.mathies.ca/activities.html
    Other www.mathclips.ca

Unexpected Challenges

  • Installing the apps on the school iPads took longer than expected under the new procedure where it is done centrally at the board office
  • Because of the delay, some of the apps, such as Interactive Integers, could not be used as teaching tools but were used for reinforcement and review of the concepts
  • Some of the apps that were purchased and explored were not used by the students. They were either difficult to navigate, not engaging or simply did not meet the desired learning goals of the lessons.
  • Initially we purchased inexpensive cases for the iPads to save money. However, with the daily use by many students, some of the cases ended up breaking and we had to buy two new cases.

Enhancing Student Learning and Development

  • The students were more confident and self-directed learners. They would independently use the iPad to assist the learning, as needed.
  • When iPads were included in math activities, students appeared to be more eager and immersed in learning
  • The iPad became an interactive textbook for the in-risk students
  • The apps built math fluency as it allowed for practice of foundational math skills and helped in closing learning gaps
  • The use of iPads increased student engagement as it addressed both the different learning styles of students and the competencies of 21st-century learners
  • The iPads promoted the use of virtual manipulatives to demonstrate and model abstract concepts
  • The apps offered immediate feedback to the students and unlimited practice to show their learning
  • The touch-based technology in some apps was simple to use and made learning more interactive
  • The apps offered differentiation of instruction that fostered math skills and, at the same time, promoted independent learning
  • The iPads allowed for achieving learning goals and meeting the success criteria in an alternate way

Sharing

  • We kept ongoing minutes of various meetings using a Google Doc
  • We collaborated with other Grade 7 teachers who used the apps throughout the project and offered constructive feedback to us
  • We have accepted positions at different locations and will be sharing our knowledge/experience of the apps there
  • We created a list of the apps that we used to be shared with the staff via Google Docs

Project Evaluation

  • It was noticed that student engagement increases with use of technology, especially math apps and games
  • The apps are very useful to reinforce the concepts through practice
  • The students get immediate feedback on their progress only on some of the apps
  • There are not enough apps that allow students to manipulate or are not interactive enough
  • There is a huge selection of apps and it is time-consuming to narrow them down for purchase
  • The storage capacity of the iPads that we bought was 32 GB. We felt that we should have bought iPads with at least 64 GB as the apps take up a lot of space.
  • We should have invested in heavy-duty cases for the iPads and having attached keyboards would have been an added benefit

Resources Used

Fractions by Brainingcamp

Brainingcamp – Virtual Math Manipulatives