Education Week - June 14, 2017 - 21

Mathematics
CONTINUED FROM PAGE 19

Samuel Williams, a mathematics teacher
at Curtis High School in New York City.
Around lunchtime, "I can't even check
the internet. Relying on an app that
needs connectivity-you're out of luck."
Once Desmos has been downloaded,
many of its features can actually be
used offline. Meyer, who works as the
company's chief academic officer, says
that can help solve the in-class distraction and potential cheating problems as well. "Airplane mode and having your phone flat on the desk-that's
probably what I'd be doing if I were in
the classroom right now," he said.
For their part, TI representatives say
there's still plenty of classroom interest in the hand-helds. "If you're asking
do we feel that online apps have had an
impact on our graphing calculators, I'd
say no," said TI's Balyta. "They're being
used at the same levels they have been
for years."

AMONG TECH-SAVVY MIDDLE AND HIGH SCHOOL
math teachers, there's undeniable enthusiasm around what Desmos is trying
to do.
At a recent math conference in San
Antonio-ironically, one with a prominent sponsorship from Texas Instruments-hundreds of educators packed
the ballroom for a morning keynote
speech by Luberoff on increasing equity
through technology.
Twitter and the K-12 math blogosphere are full of examples of teachers showing off their students' Desmos
graphs and proclaiming their love for
the tool.
Kristen Fouss, who teaches Integrated
Math 3 and precalculus at Anderson
High School in Cincinnati, is among the
loyal Desmos users. In fact, she and two
teacher friends are organizing a free
one-day conference in June to teach
other math educators how to use the
online tool. About 200 teachers from
across Ohio have signed up to come.
"We're hearing Desmos might be integrated into Ohio's state testing and
we want to make sure teachers know
how to use it," said Fouss, who recently
found out she has been accepted as a
Desmos fellow.
That kind of brand loyalty from
teachers is notable given that there's
so much skepticism in the field about

efforts to profit from education.
For Fouss, a 20-year veteran, the tool
is a good fit because it's platform agnostic. "We're a bring-your-own-device
school," she said. "We have iPads, laptops, touchscreen [devices]-everything
across the board. And Desmos works
with everything, which is awesome."
Many teachers note that the basics of
what Desmos and a hand-held calculator can do is the same. But there are differences in layout and interactivity. For
instance, on Desmos, students can zoom
in and out by pinching the screen, similar to what users can do on the Google
Maps app.
"With Desmos, you can just click
where you need on the screen, and it
shows you exactly where you want,"
said Sophia Godbey, one of Fouss' 10th
grade students at Anderson High. "With
a graphing calculator, you have to click
a whole bunch of buttons just to get one
point, and it takes a lot longer."
There's also a feature on Desmos
called a slider that allows students to
move the value of a variable up and
down, causing the graph next to it to

update automatically.
"The fact that students can drag their
finger across the screen and change
something on the screen, that's actually a really effective tool in mathematics," said Ensley of the Mathematical
Association of America. "Especially for
things like calculus, where you're using
mathematics to describe things that are
changing in the real world." Teachers
can also use the many activities on the
site or create their own with the activity-builder template. During an activity, they can see students' answers all at
once and display them all on the board
without names attached.
"I actually really like it because we
can't judge anybody for really messing
up, but you're still able to kind of tell
which one is your own," said Godbey.
"It's really nice to be able to compare
your own to everybody else's and to the
real answer."
Distractions, though, can be a serious impediment to using online tools
like Desmos, some teachers say. "The
problem for me is you walk around the
PAGE 23 >

A Growing Number of Math Students
Use Technology to Review Math Concepts

a + (-a) = 0

Math teachers reported that 61 percent of their 8th grade
students used technology to practice or review at least once a
month in 2015. That number was up from 44 percent in 2009. To a
lesser extent, use of technology to extend math learning and to play math
games also grew over that period.
Play math games

Extend math learning

Practice/review

Percent of 8th grade math teachers reporting their students use
VGEJPQNQI[HQTURGEKƒGFRWTRQUGUCVNGCUVQPEGCOQPVJ
65

61

60

53

55
50
45

44%

40

39

35

47

39
2009

2011

2013

2015

SOURCE: National Assessment of Educational Progress, 2009-2015

Technology Counts 2017 / www.edweek.org/go/TC17

21


http://www.edweek.org/go/TC17

Table of Contents for the Digital Edition of Education Week - June 14, 2017

Education Week - June 14, 2017
Contents
Tech-Training Divide
Q&A: 5 Ed-Tech Experts Weigh In
Projectors Adapt To Classroom Needs
Who Needs Expensive Virtual Reality?
Data: The State of Classroom Technology
Access
Classroom Use
Teacher Training
Math-Market Battle: Graphing Calculators
Science | Experimentation is no longer bound by the limits of the school laboratory
Social Studies | Many of the digital tools teachers use are not tailored to the subject
English/Language Arts | Google is opening the doors for interactive writing lessons
What’s in Store for Trump’s FCC?
‘Course Choice’ in Rural America
Education Week - June 14, 2017 - Education Week - June 14, 2017
Education Week - June 14, 2017 - C2
Education Week - June 14, 2017 - Contents
Education Week - June 14, 2017 - 2
Education Week - June 14, 2017 - 3
Education Week - June 14, 2017 - 4
Education Week - June 14, 2017 - Tech-Training Divide
Education Week - June 14, 2017 - 6
Education Week - June 14, 2017 - 7
Education Week - June 14, 2017 - 8
Education Week - June 14, 2017 - 9
Education Week - June 14, 2017 - 10
Education Week - June 14, 2017 - 11
Education Week - June 14, 2017 - Q&A: 5 Ed-Tech Experts Weigh In
Education Week - June 14, 2017 - 13
Education Week - June 14, 2017 - Projectors Adapt To Classroom Needs
Education Week - June 14, 2017 - Who Needs Expensive Virtual Reality?
Education Week - June 14, 2017 - Access
Education Week - June 14, 2017 - Teacher Training
Education Week - June 14, 2017 - Math-Market Battle: Graphing Calculators
Education Week - June 14, 2017 - 19
Education Week - June 14, 2017 - Social Studies | Many of the digital tools teachers use are not tailored to the subject
Education Week - June 14, 2017 - 21
Education Week - June 14, 2017 - English/Language Arts | Google is opening the doors for interactive writing lessons
Education Week - June 14, 2017 - 23
Education Week - June 14, 2017 - 24
Education Week - June 14, 2017 - What’s in Store for Trump’s FCC?
Education Week - June 14, 2017 - 26
Education Week - June 14, 2017 - 27
Education Week - June 14, 2017 - ‘Course Choice’ in Rural America
Education Week - June 14, 2017 - 29
Education Week - June 14, 2017 - 30
Education Week - June 14, 2017 - 31
Education Week - June 14, 2017 - 32
Education Week - June 14, 2017 - C3
Education Week - June 14, 2017 - C4
Education Week - June 14, 2017 - CW1
Education Week - June 14, 2017 - CW2
Education Week - June 14, 2017 - CW3
Education Week - June 14, 2017 - CW4
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http://www.nxtbookMEDIA.com