Artifact+2+Jasper+Blog+and+Paper

= Artifact 2: Jasper Problem Group Blog and Paper (TE 857) =

A compilation of the [|blog work] done on this problem.

Program Standards: 1, 2, 5 Program Goals: 2

This blog was completed in an attempt to find the shortest amount of time to transport an injured bird from a meadow to the vet. The problem was posed as part of the Jasper Project, a series of videos that wanted to teach mathematics through broad problems without one right answer. To solve the problem, we were to first attempt it with a partner not in the class, then to compare solutions with our in class partner and finally to work with our group to arrive at one solution. Upon reaching a consensus on the solution, each of us completed an individual write up of our thoughts on the problem and process.

By working with other people, and having to do so online, this project really helped me see the importance of being able to communicate clearly (standard 5). There were times when I was doing work for this problem and ended up not recording a step because it was obvious to me. However, since some of the people I was working with did not have the same experience with the subject, they became confused due to the missing step. This really emphasized the need to know my audience when I write, whether it is the solution to a math problem or an email to a parent.

Experiencing this difference in background also helped me see the value of having a diverse group of learners in a community (standard 1). Each of us was an expert in a different area of mathematics based on what we teach yet we took that knowledge for granted until we were pushed to activate it based on what another group member was working with. This then helped with my understanding of mathematics and effective ways to teach it (standard 2 and goal 2). Since we all came at the problem with different perspectives, we had a broad range of mathematical ideas. Having to mesh those ideas helped to reinforce the connectedness of math and how one problem can be approached in many different ways and at many different levels. Seeing the effectiveness of this process as a participant has encouraged me to try this sort of teaching and learning in my own classroom.

By incorporating this sort of individual group work, it should allow more students to be active participants in the class. Students will have an opportunity to make sense of the problem in their own mind before having to share with another person. Then they will be forced to push their understanding of the problem and mathematics involved as they integrate with first one partner and then a larger group. This will give them the opportunity to challenge and defend mathematical thinking. They will be thinking critically and working with a group towards a common outcome, skills necessary in today’s world.

Table of Contents

Artifact 1. Artifact Summary and Evidence. Artifact 3