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FM","link":"/"}},"mindshift_56570":{"type":"posts","id":"mindshift_56570","meta":{"index":"posts_1591205157","site":"mindshift","id":"56570","score":null,"sort":[1598258243000]},"guestAuthors":[],"slug":"6-classroom-strategies-that-work-for-generating-student-discussions-online","title":"6 Classroom Strategies that Work for Generating Student Discussions Online","publishDate":1598258243,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Conversation is a cornerstone of \u003c/span>\u003ca href=\"https://twitter.com/cicely_woodard\">\u003cspan style=\"font-weight: 400\">Cicely Woodard’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classroom. Every day last spring, her eighth-graders at Freedom Middle School in Franklin, Tennessee \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">\u003cspan style=\"font-weight: 400\">posed questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/06/getting-students-to-talk-about-math-helps.html\">\u003cspan style=\"font-weight: 400\">discussed math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in small and large groups and responded to one another’s ideas. Woodard wanted those experiences to continue when her school switched to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus outbreak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but she knew that key elements would be missing. She wouldn’t, for instance, be able to read body language or see students’ work in real time. Like many teachers, those differences made her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">uncertain about what to expect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once virtual classes got rolling, though, she was gratified to see that familiar classroom techniques worked to get kids talking online, too. “I was very intentional about continuing to use (these strategies), because I wanted to keep as much normalcy as possible,” said Woodard, \u003c/span>\u003ca href=\"https://tn.chalkbeat.org/2017/9/28/21105043/tennessee-meet-your-new-teacher-of-the-year\">\u003cspan style=\"font-weight: 400\">a former Tennessee Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In an interview after her final virtual class this year, Woodard shared six strategies to generate student discussions online.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Check in as a class\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s students attended one live class per week during distance learning. Woodard opened each of these virtual classes with a question unrelated to math, such as “How are you feeling?” “What are you grateful for today?” or “What’s bringing you joy?” The activity mirrored the “circle time” exercise that her classes usually did on the first day of the week in school. “I think this time at the beginning of our virtual sessions helped all of us to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55903/too-much-alone-time-tips-to-connect-and-find-joy-while-social-distancing\">\u003cspan style=\"font-weight: 400\">feel more connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helped them to feel more comfortable talking about math in a virtual setting,” Woodard said. She noted that students always had the option to pass, but they rarely did, and at the end of the year, many highlighted circle time as their favorite part of class.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Include private think time\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as she would during in-person classes, Woodard chose problems for virtual classes carefully, selecting ones that had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">a real-world context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and could be looked at in multiple ways. “I knew that I had to choose problems that were open to discussion,” she said. Before getting to the discussion, though, Woodard gave students time to think and write down ideas. She would set up the problem with the full group, then set her timer for two minutes. That time allowed students to develop their reasoning and helped eliminate the anxiety caused when speed is prioritized in math. It also gave Woodard insights into student thinking. “I’m often surprised because there are things I think they might say, and they come up with something completely different,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Ask, “What do you notice?”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from her training in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Woodard often asks her students, “What do you notice?” in regard to a number, pattern or problem. When raising that question online, she shared her tablet screen and used a stylus to underline, make notes or add drawings as students commented. In one recent class, she showed a graph of two quadratic equations that she created with \u003c/span>\u003ca href=\"https://www.desmos.com/about\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Asked what they noticed, most students talked about the vertices, whether the parabolas opened up or down and other \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">visual details\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The last student who spoke pointed out something different, though: the equations used for the graph were written in standard form. Woodard said she didn’t expect anyone to discuss the equations, which were written on the side of the graph. “They’re looking at this entire screen and these pictures, and you don’t know what they’re noticing until you give them an opportunity to talk about it.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Validate student thinking\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s use of her stylus to record student ideas had a purpose beyond note-taking. “When a student gave an idea it was powerful for the entire class to see that idea written...because it allowed the child to feel like their idea was validated,” she said. That goes for ideas that are on the right track and ones that lead to incorrect solutions. Both enabled students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">elucidate their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help each other look at problems differently. And Woodard recommended another way to validate students that is easy to do online: thanking them every time they contribute.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Make use of small groups\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of Woodard’s classes included paraprofessionals, so she was able to take advantage of Zoom’s breakout room feature to allow students to discuss problems in small groups. In advance of class, she sent her colleagues the problems and a list of questions they could ask to guide discussions. In the small groups, students had more opportunities to agree, disagree and try out ideas. Small groups can be employed without paraprofessionals, too. After his initial experiences with whole group live instruction, New York City math teacher \u003c/span>\u003ca href=\"https://thejosevilson.com/\">\u003cspan style=\"font-weight: 400\">José Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> switched to meeting with subgroups. The change made virtual classes more manageable for him and more engaging for students. “The subgrouping has been very helpful because it’s allowed for specific students to talk to each other about how they can do the work together, and I’ve seen some of them collaborate without me there,” Vilson said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Be OK with awkward silence\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During discussions, Woodard typically waits ten seconds after a student asks a question to allow other students to contribute. The silence can feel awkward, especially in a virtual session when not all students are using video. “Waiting is hard, period, for teachers, because sometimes we want to rescue them. We don’t want that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">uncomfortable struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Woodard said. But it’s often at the last second when she is about to speak that a student chimes in. To be OK with wait time, Woodard said, “I have to remind myself that I want my students to think.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Being physically apart can make lively discussions more challenging, but giving students the time, questions and confidence to engage with classmates can help them have meaningful conversations online. ","status":"publish","parent":0,"modified":1598258243,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":1006},"headData":{"title":"6 Classroom Strategies that Work for Generating Student Discussions Online - MindShift","description":"Being physically apart can make lively discussions more challenging, but giving students the time, questions and confidence to engage with classmates can help them have meaningful conversations online. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56570 https://ww2.kqed.org/mindshift/?p=56570","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/24/6-classroom-strategies-that-work-for-generating-student-discussions-online/","disqusTitle":"6 Classroom Strategies that Work for Generating Student Discussions Online","path":"/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Conversation is a cornerstone of \u003c/span>\u003ca href=\"https://twitter.com/cicely_woodard\">\u003cspan style=\"font-weight: 400\">Cicely Woodard’s\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> classroom. Every day last spring, her eighth-graders at Freedom Middle School in Franklin, Tennessee \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54378/how-to-create-deeper-student-learning-experiences-through-questions\">\u003cspan style=\"font-weight: 400\">posed questions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edweek.org/ew/articles/2020/05/06/getting-students-to-talk-about-math-helps.html\">\u003cspan style=\"font-weight: 400\">discussed math problems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in small and large groups and responded to one another’s ideas. Woodard wanted those experiences to continue when her school switched to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55838/seven-distance-learning-priorities-to-consider-before-reopening-schools\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> during the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/coronavirus\">\u003cspan style=\"font-weight: 400\">coronavirus outbreak\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but she knew that key elements would be missing. She wouldn’t, for instance, be able to read body language or see students’ work in real time. Like many teachers, those differences made her \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55710/teaching-without-schools-grief-then-a-free-for-all\">\u003cspan style=\"font-weight: 400\">uncertain about what to expect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once virtual classes got rolling, though, she was gratified to see that familiar classroom techniques worked to get kids talking online, too. “I was very intentional about continuing to use (these strategies), because I wanted to keep as much normalcy as possible,” said Woodard, \u003c/span>\u003ca href=\"https://tn.chalkbeat.org/2017/9/28/21105043/tennessee-meet-your-new-teacher-of-the-year\">\u003cspan style=\"font-weight: 400\">a former Tennessee Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In an interview after her final virtual class this year, Woodard shared six strategies to generate student discussions online.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Check in as a class\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s students attended one live class per week during distance learning. Woodard opened each of these virtual classes with a question unrelated to math, such as “How are you feeling?” “What are you grateful for today?” or “What’s bringing you joy?” The activity mirrored the “circle time” exercise that her classes usually did on the first day of the week in school. “I think this time at the beginning of our virtual sessions helped all of us to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55903/too-much-alone-time-tips-to-connect-and-find-joy-while-social-distancing\">\u003cspan style=\"font-weight: 400\">feel more connected\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and helped them to feel more comfortable talking about math in a virtual setting,” Woodard said. She noted that students always had the option to pass, but they rarely did, and at the end of the year, many highlighted circle time as their favorite part of class.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Include private think time\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as she would during in-person classes, Woodard chose problems for virtual classes carefully, selecting ones that had \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400\">a real-world context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and could be looked at in multiple ways. “I knew that I had to choose problems that were open to discussion,” she said. Before getting to the discussion, though, Woodard gave students time to think and write down ideas. She would set up the problem with the full group, then set her timer for two minutes. That time allowed students to develop their reasoning and helped eliminate the anxiety caused when speed is prioritized in math. It also gave Woodard insights into student thinking. “I’m often surprised because there are things I think they might say, and they come up with something completely different,” she said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Ask, “What do you notice?”\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from her training in \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50620/how-to-ease-students-into-independent-inquiry-projects\">\u003cspan style=\"font-weight: 400\">inquiry-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Woodard often asks her students, “What do you notice?” in regard to a number, pattern or problem. When raising that question online, she shared her tablet screen and used a stylus to underline, make notes or add drawings as students commented. In one recent class, she showed a graph of two quadratic equations that she created with \u003c/span>\u003ca href=\"https://www.desmos.com/about\">\u003cspan style=\"font-weight: 400\">Desmos\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Asked what they noticed, most students talked about the vertices, whether the parabolas opened up or down and other \u003c/span>\u003ca href=\"https://www.youcubed.org/resource/visual-mathematics/\">\u003cspan style=\"font-weight: 400\">visual details\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The last student who spoke pointed out something different, though: the equations used for the graph were written in standard form. Woodard said she didn’t expect anyone to discuss the equations, which were written on the side of the graph. “They’re looking at this entire screen and these pictures, and you don’t know what they’re noticing until you give them an opportunity to talk about it.”\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Validate student thinking\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Woodard’s use of her stylus to record student ideas had a purpose beyond note-taking. “When a student gave an idea it was powerful for the entire class to see that idea written...because it allowed the child to feel like their idea was validated,” she said. That goes for ideas that are on the right track and ones that lead to incorrect solutions. Both enabled students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">elucidate their mathematical thinking\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and help each other look at problems differently. And Woodard recommended another way to validate students that is easy to do online: thanking them every time they contribute.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Make use of small groups\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most of Woodard’s classes included paraprofessionals, so she was able to take advantage of Zoom’s breakout room feature to allow students to discuss problems in small groups. In advance of class, she sent her colleagues the problems and a list of questions they could ask to guide discussions. In the small groups, students had more opportunities to agree, disagree and try out ideas. Small groups can be employed without paraprofessionals, too. After his initial experiences with whole group live instruction, New York City math teacher \u003c/span>\u003ca href=\"https://thejosevilson.com/\">\u003cspan style=\"font-weight: 400\">José Vilson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> switched to meeting with subgroups. The change made virtual classes more manageable for him and more engaging for students. “The subgrouping has been very helpful because it’s allowed for specific students to talk to each other about how they can do the work together, and I’ve seen some of them collaborate without me there,” Vilson said.\u003c/span>\u003c/p>\n\u003ch1>\u003cb>Be OK with awkward silence\u003c/b>\u003c/h1>\n\u003cp>\u003cspan style=\"font-weight: 400\">During discussions, Woodard typically waits ten seconds after a student asks a question to allow other students to contribute. The silence can feel awkward, especially in a virtual session when not all students are using video. “Waiting is hard, period, for teachers, because sometimes we want to rescue them. We don’t want that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/failure\">\u003cspan style=\"font-weight: 400\">uncomfortable struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” Woodard said. But it’s often at the last second when she is about to speak that a student chimes in. To be OK with wait time, Woodard said, “I have to remind myself that I want my students to think.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56570/6-classroom-strategies-that-work-for-generating-student-discussions-online","authors":["11487"],"categories":["mindshift_193"],"tags":["mindshift_21344","mindshift_21343","mindshift_570","mindshift_358","mindshift_797","mindshift_21213","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56572","label":"mindshift"},"mindshift_44109":{"type":"posts","id":"mindshift_44109","meta":{"index":"posts_1591205157","site":"mindshift","id":"44109","score":null,"sort":[1459927380000]},"guestAuthors":[],"slug":"could-this-digital-math-tool-change-instruction-for-the-better","title":"Could This Digital Math Tool Change Instruction For the Better?","publishDate":1459927380,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n","blocks":[],"excerpt":"Educators using Desmos, an online graphing calculator and activity builder tool, say it enables them to teach math through inquiry more easily.","status":"publish","parent":0,"modified":1459927380,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://www.youtube.com/embed/Gze55bRVqUM"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":2330},"headData":{"title":"Could This Digital Math Tool Change Instruction For the Better? | KQED","description":"Educators using Desmos, an online graphing calculator and activity builder tool, say it enables them to teach math through inquiry more easily.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44109 http://ww2.kqed.org/mindshift/?p=44109","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/06/could-this-digital-math-tool-change-instruction-for-the-better/","disqusTitle":"Could This Digital Math Tool Change Instruction For the Better?","path":"/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Math instruction can be the most resistant to changes in pedagogy -- even schools that have had success with project-based learning or inquiry-centered approaches can struggle to teach math in ways that help students understand the rich connections and complexity of the subject. That’s why some educators are excited to see \u003ca href=\"https://www.desmos.com/\" target=\"_blank\">Desmos\u003c/a> -- an ed-tech product best known for offering an online graphing calculator -- adding features that promote inquiry.\u003c/p>\n\u003caside class=\"pullquote alignright\">'This tool is transforming how I'm teaching stuff. It's really hard to use this tool in a traditional boring way.'\u003ccite>Audrey McLaren, math teacher in Quebec, Canada\u003c/cite>\u003c/aside>\n\u003cp>Recently, Desmos has been building out its platform to offer \u003ca href=\"https://teacher.desmos.com/\">customizable lessons\u003c/a>. Led by Chief Academic Officer \u003ca href=\"http://blog.mrmeyer.com/\" target=\"_blank\">Dan Meyer\u003c/a>, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/10/19/how-can-we-teach-math-to-encourage-patient-problem-solving/\" target=\"_blank\">former math teacher\u003c/a> who left the classroom to pursue a PhD in math education, Desmos has been using its platform to model how technology could change pedagogy.\u003c/p>\n\u003cp>Desmos tries to harness the social nature of online interactions into meaningful math inquiry. Meyer says students love the internet because it’s a social place to share and create. And, a math classroom at its best is also a place where \u003ca href=\"http://ww2.kqed.org/mindshift/2016/01/14/practical-ways-to-develop-students-mathematical-reasoning/\" target=\"_blank\">students are creating hypotheses\u003c/a>, testing their thinking, critiquing each other’s work and discussing how and why mathematical laws work.\u003c/p>\n\u003cp>“Typically, online math platforms have no concept of the student in relationship to other students,” Meyer said in reference to “personalized” programs where students work through a set of problems or concepts “at their own pace,” but do so in a vacuum. Meyer argues this model doesn’t capture what’s powerful about a class full of students.\u003c/p>\n\u003cp>In contrast, Desmos allows teachers to make a series of slides with interactive elements. One slide might have a \u003ca href=\"http://blog.mrmeyer.com/2014/waterline-taking-textbooks-out-of-airplane-mode/\" target=\"_blank\">video of a glass filling with water\u003c/a>, with a question asking students to graph it. When a student submits his graph, a Desmos default function then shows the student three other student answers and asks him to give feedback on the solutions. Teachers can shut off this function, but Desmos intentionally made it a default to encourage discussion.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Our core assumption is that students need to be aware that there are other students in the class, and that refining process is part of every math lesson,” Meyer said. Teachers could also have students create their own glass filling at a specific rate and ask them to graph that. Or, maybe each student submits the problem they devised for other students to work on. Teachers can also display all the solutions, with or without student names, and ask the class to analyze each other’s strategies.\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter wp-image-44112 size-full\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/water-filling.gif\" alt=\"water filling\" width=\"500\" height=\"283\">\u003c/p>\n\u003cp>Meyer hopes to support teachers as they design lessons that have some common elements of good math instruction: Students are thinking beyond equations, the learning is social, processes are made visible and students get written feedback, often from peers. “Getting numerical or binary right-wrong feedback tends to make the student think about the self,” Meyer said. “Written feedback about the work tends to focus on the work itself.”\u003c/p>\n\u003cp>\u003cimg class=\"aligncenter size-full wp-image-44116\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/03/class-cupboard.png\" alt=\"class cupboard\" width=\"500\" height=\"246\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard.png 500w, https://ww2.kqed.org/app/uploads/sites/23/2016/03/class-cupboard-400x197.png 400w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp>\u003cstrong>HOW ARE TEACHERS USING DESMOS?\u003c/strong>\u003c/p>\n\u003cp>Middle school math teacher Cathy Yenca started using Desmos when her district discovered the graphing calculator tool was going to be integrated on state tests in Texas, where she teaches. Wanting her students to be familiar with the tool, she started experimenting with it in the classroom and it has now become an instructional “necessity.” Yenca works at Hill Country Middle School, a public school in Austin. Her students all have iPads and Yenca is passionate about the power of tech in learning, but she hasn’t liked a lot of what’s out there for math specifically.\u003c/p>\n\u003cp>“When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention,” she said. She uses Desmos because it makes inquiry in math class easy.\u003c/p>\n\u003cp>For example, in one recent lesson with her algebra one students, Yenca was teaching \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/56c498c491766242063e39ae\" target=\"_blank\">transformations in quadratic functions\u003c/a>. But she didn’t tell students that’s what they were studying. Instead, she set up a task where through exploration they were telling her the lesson by the end of class.\u003c/p>\n\u003cp>“Watching how they change a parameter and that instant feedback of what they just changed and how that impacts a graph, they’re hooked,” Yenca said. “When you have that reaction from middle schoolers around math, that’s a win.” She sees how \u003ca href=\"http://www.mathycathy.com/blog/2016/01/mtbos-week-2-my-favorite/\" target=\"_blank\">peers influence one another’s thinking\u003c/a>, and that even if not every student is on the right track the whole time, they are figuring it out together.\u003c/p>\n\u003caside class=\"pullquote alignleft\">'When you come across something that’s not just skill, drill, kill, and is kinda rich, it gets your attention.'\u003ccite>Cathy Yenca, middle school math teacher\u003c/cite>\u003c/aside>\n\u003cp>Yenca often takes a moment to show the whole class everyone else’s answers. This overlay would typically be what a teacher would use for formative assessment, to check for understanding, but Yenca said, “to me, keeping that for the teacher’s eyes only is a disservice.” She says learning this way requires building a classroom culture that values mistake making, but once that’s in place, so much rich learning comes out of students being able to see the trends in misperceptions. Together they discuss and untangle thinking until they’ve arrived at the math concept.\u003c/p>\n\u003cp>In a lesson with her eighth-graders on shapes in the coordinate plan, Yenca had students \u003ca href=\"https://teacher.desmos.com/activitybuilder/custom/561be64abcdbdd1b06107ef2\" target=\"_blank\">creating reflections and dilations on a Desmos graph\u003c/a>. “Desmos is only going to do what you tell it to do, so if it does something you didn’t expect, you’ve got to figure it out,” Yenca said. Her students manipulate the variables and gradually come to an understanding.\u003c/p>\n\u003cp>Yenca says some of her colleagues think Desmos does too much for students, making graphing too easy. She says if rote graphing is the goal, then yes, Desmos does too much, but wonders if that’s the right goal. “If we are concerned that a graphing tool can graph for our kids, maybe we need to ask more of our kids,” Yenca said.\u003c/p>\n\u003cp>While Desmos is trying to make it easier for math teachers to incorporate these elements into classrooms, the platform doesn’t force the issue. The tool is completely open; teachers shape their own lessons within it, and could easily make something that looks essentially like a worksheet.\u003c/p>\n\u003cp>\u003cb>REDEFINING CLASS\u003c/b>\u003c/p>\n\u003cp>Audrey McLaren teaches at a virtual school in Quebec. Her classes are all completely online, although they happen in real time, with students participating as they would in a brick-and-mortar classroom. Most of McLaren’s students live in rural places and their local schools don’t offer the courses she’s teaching in English.\u003c/p>\n\u003cp>“We’re not in the same physical space as our students,” McLaren said, “so we couldn’t see what they were doing until Desmos activity builder came along.” Now, she can pose a problem to students and then watch as each student tries to solve it. She can look at the class as a whole or zoom in and interact one-on-one with a student. McLaren thinks students are participating more than they would be in a normal class because every student has to do the work and share their thinking, whereas in a typical classroom (where she taught for 20 years) only about 10 percent of students raise their hands and participate in discussions.\u003c/p>\n\u003cp>“I try to design things so that after three to four slides, or questions, I stop everybody and within the online environment we put everything up on the board, classify the findings, and talk about which ones they agree with and why,” McLaren said. She uses the early slides to let students have a discovery period, where they’re playing with a concept, developing hypotheses and looking for patterns. “I want them to get an intuitive sense of what I want them to know; I don’t want to just tell them,” McLaren said.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"640\" height=\"480\" src=\"https://www.youtube.com/embed/Gze55bRVqUM?rel=0\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>She appreciates how Desmos will put forward a new kind of activity, let teachers play with it, and then open the tool so educators can build something similar. For example, Desmos has a few math “games,” but unlike many games that are basically practice with a prize at the end, the Desmos games make math knowledge central to completing the task.\u003c/p>\n\u003cp>In a \u003ca href=\"https://teacher.desmos.com/polygraph-parabolas\" target=\"_blank\">Polygraph\u003c/a>, for example, a pair of students might be given 16 graphs that all look different, but are all linear functions. One student chooses a graph and her partner has to guess which graph has been chosen by asking “yes” or “no” questions, a bit like the game Battleship. Students have to use math vocabulary and knowledge of terms like slope and y-intercepts to eliminate various graphs and zero-in on the correct choice. “You learn math from playing the game itself,” McLaren said.\u003c/p>\n\u003cp>At first Desmos created these Polygraph lessons around different common curricular topics, but now they’ve opened it up so \u003ca href=\"http://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Vertical-Value_-Part-2/\" target=\"_blank\">teachers can make their own\u003c/a>. She often uses Desmos in class as a way to explore a concept and then has her students watch a video at home to nail down the concept. But she also uses Desmos to deepen understanding in the middle of a lesson and as formative assessment at the end as well. Since she’s been using the Desmos activity builder for only a few months, McLaren doesn’t have any data to prove that teaching this way is improving math achievement. But anecdotally she’s confident it has increased participation, which should increase understanding, and she’s been impressed at how her students are discussing and writing about math with one another.\u003c/p>\n\u003cp>\u003cstrong>TEACHER COMMUNITY\u003c/strong>\u003c/p>\n\u003cp>In Bob Lochel’s Advanced Placement statistics classroom, getting technology to each student is a challenge. Even though he teaches in an affluent suburb of Philadelphia, his students don’t have one-to-one access and booking a computer lab can be a pain. So often Lochel relies on his students’ personal devices for access to Desmos. He’ll ask students to complete a few questions and then, like McLaren and Yenca, he often projects multiple student answers on the board as a jumping-off point for a discussion. Student are critiquing one another’s thinking. “That’s not the kind of thing we were asking before,” Lochel said.\u003c/p>\n\u003cp>One of his favorite parts of using Desmos is the community of math teachers that comes with it. Every educator spoke about the collaborative community of teachers sharing ideas using the \u003ca href=\"https://twitter.com/hashtag/mtbos\" target=\"_blank\">hashtag #MTBoS\u003c/a>. Many of the active educators in this community also write their own blogs, where they track the success and challenges of different lessons. Teachers can upload their lessons to Desmos as well, making it easy to find and use all or part of another teacher’s work for their own purposes. Lochel said often if he’s putting together a lesson and isn’t quite sure if it’s reaching the mark, he’ll put it out to \u003ca href=\"https://exploremtbos.wordpress.com/overview/\" target=\"_blank\">the community \u003c/a>for feedback.\u003c/p>\n\u003cp>Just like developing all good lessons, Lochel said it can be tricky to design a Desmos activity that both allows students to be creative and inspired, but also drives towards the ultimate goal for the class period. He appreciates the virtual community of educators that are helping him refine this skill. Lochel said when a lesson successfully allows students to arrive at their own conclusions, like the one he did on binomial distribution and how it’s linked to normal distribution, students understand in a much deeper way. Instead of telling them the rule, \"this time they discovered the rule,” he said. And the buy-in that creating the rule engendered meant that they could also debunk the rule.\u003c/p>\n\u003cp>Desmos employees like Meyer, for their part, are constantly working with teachers to improve what the platform offers, while balancing a desire to seed good teaching practices. Meyer said while thousands of teacher lessons have been uploaded to Desmos, only a fraction are available through the search tool. Those are the lessons that he and his educator team have hand-polished, reaching out to the original author for permission, and re-releasing. He also looks at a random sample of teacher-created lessons every week and believes the quality has gone up over time.\u003c/p>\n\u003cp>The best part of Desmos for many educators, whether they are using it only for its graphing calculator capabilities or for these more involved, inquiry-based lessons, is that it’s free. That’s possible because Desmos licenses its calculator tool to curriculum and testing companies. The fees from that work fund the curriculum development and training work that Meyer does. He’s hopeful that before too long he and his team, in cooperation with teachers around the globe, will have developed what amounts to an Algebra I curriculum designed entirely out of low-floor, high-ceiling Web-based tasks like the ones described in this article.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was worried that we couldn’t figure out how to make “good” work in the market, but it’s been nice that we’ve found traction with paying customers,” Meyer said. “Part of that is the product and part of that is that there’s been a sea change in online math education.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44109/could-this-digital-math-tool-change-instruction-for-the-better","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_570","mindshift_20784","mindshift_1040","mindshift_797","mindshift_392","mindshift_125"],"featImg":"mindshift_44119","label":"mindshift"},"mindshift_12862":{"type":"posts","id":"mindshift_12862","meta":{"index":"posts_1591205157","site":"mindshift","id":"12862","score":null,"sort":[1308675752000]},"guestAuthors":[],"slug":"free-web-based-tools-versus-goliath","title":"Free, Web-Based Tools Versus Goliath","publishDate":1308675752,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca rel=\"attachment wp-att-12867\" href=\"http://ww2.kqed.org/mindshift/2011/06/free-web-based-tools-versus-goliath/desmos_ss/\">\u003cimg class=\"alignleft size-medium wp-image-12867\" title=\"desmos_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/desmos_ss-300x164.jpg\" alt=\"\" width=\"300\" height=\"164\">\u003c/a>Educational technology has a reputation -- deserved or not -- for being years behind the rest of consumer tech. There are a number of reasons why this might be: entrenched interests at both the school and corporate level, for example, or fears on the part of many teachers and startups to challenge some of these big players. But things are changing, and we're seeing innovation in a number of areas, including a new company to add to the list of Davids versus Goliath: \u003ca href=\"http://www.desmos.com\">Desmos\u003c/a>.\u003c/p>\n\u003cp>The Goliath in this case would be the Graphing Calculator, a piece of hardware that, for the last 20 years, has been synonymous with one company: Texas Instruments. A required purchase for many high school students, a graphing calculator will set you back around $100, depending on the models and the features.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A product that could free students and teachers from a specific piece of hardware.\u003c/aside>\n\u003cp>Enter Desmos, a startup out of Connecticut, that has built a \u003ca href=\"http://www.desmos.com/calculator/\">graphing calculator\u003c/a> alternative that may shake up the industry on two key fronts: it's Web-based, and it's free.\u003c!--more-->\u003c/p>\n\u003cp>The tool lets you plot and trace equations, and you can display multiple equations on the same graph. A menu on the sidebar makes it easy to add mathematical expressions and symbols quickly. The calculator supports the following functions: log, log2, ln, exp, sin, cos, tan, sec, csc, cot, acos, asin, atan, sinh, cosh, tanh, min, max, ceiling, and floor. There's a zoom feature, as well as the ability to share a link to your graph.\u003c/p>\n\u003cp>The one drawback to Desmos's app is that it uses Flash, which means it doesn't work on the iPad or iPhone. The company says it's working on an alternative (and suggests that, in the mean time, you let \u003ca href=\"mailto:steve@apple.com\">Steve Jobs\u003c/a> know how you feel about the lack of support for Flash on iOS).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As amazing a potential that lies in this free, Web-based graphing calculator, it isn't actually the main product that Desmos is building -- although it's one that fits right in with the start-up's mission: build software that make hardware lock-on obsolete in education.\u003c/p>\n\u003cp>The company's core product is actually a virtual whiteboard which will allow anyone to build browser-based content that will work on a multitude of interactive whiteboards, laptops, and tablets. As with the free graphing calculator, this product could mean that students and teachers aren't stuck with content attached to one specific piece of hardware.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The team had initially built a number of math tools in order to help make these interactive whiteboard lessons \"work\" -- particularly for math and science, and one of the results is the Web-based calculator. Give it a whirl, and be sure to \u003ca href=\"mailto:calculator@desmos.com\">send the startup\u003c/a> feedback.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1308675757,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":468},"headData":{"title":"Free, Web-Based Tools Versus Goliath | KQED","description":"Educational technology has a reputation -- deserved or not -- for being years behind the rest of consumer tech. There are a number of reasons why this might be: entrenched interests at both the school and corporate level, for example, or fears on the part of many teachers and startups to challenge some of these","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"12862 http://blogs.kqed.org/mindshift/?p=12862","disqusUrl":"https://ww2.kqed.org/mindshift/2011/06/21/free-web-based-tools-versus-goliath/","disqusTitle":"Free, Web-Based Tools Versus Goliath","path":"/mindshift/12862/free-web-based-tools-versus-goliath","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-12867\" href=\"http://ww2.kqed.org/mindshift/2011/06/free-web-based-tools-versus-goliath/desmos_ss/\">\u003cimg class=\"alignleft size-medium wp-image-12867\" title=\"desmos_ss\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/06/desmos_ss-300x164.jpg\" alt=\"\" width=\"300\" height=\"164\">\u003c/a>Educational technology has a reputation -- deserved or not -- for being years behind the rest of consumer tech. There are a number of reasons why this might be: entrenched interests at both the school and corporate level, for example, or fears on the part of many teachers and startups to challenge some of these big players. But things are changing, and we're seeing innovation in a number of areas, including a new company to add to the list of Davids versus Goliath: \u003ca href=\"http://www.desmos.com\">Desmos\u003c/a>.\u003c/p>\n\u003cp>The Goliath in this case would be the Graphing Calculator, a piece of hardware that, for the last 20 years, has been synonymous with one company: Texas Instruments. A required purchase for many high school students, a graphing calculator will set you back around $100, depending on the models and the features.\u003c/p>\n\u003caside class=\"pullquote alignleft\">A product that could free students and teachers from a specific piece of hardware.\u003c/aside>\n\u003cp>Enter Desmos, a startup out of Connecticut, that has built a \u003ca href=\"http://www.desmos.com/calculator/\">graphing calculator\u003c/a> alternative that may shake up the industry on two key fronts: it's Web-based, and it's free.\u003c!--more-->\u003c/p>\n\u003cp>The tool lets you plot and trace equations, and you can display multiple equations on the same graph. A menu on the sidebar makes it easy to add mathematical expressions and symbols quickly. The calculator supports the following functions: log, log2, ln, exp, sin, cos, tan, sec, csc, cot, acos, asin, atan, sinh, cosh, tanh, min, max, ceiling, and floor. There's a zoom feature, as well as the ability to share a link to your graph.\u003c/p>\n\u003cp>The one drawback to Desmos's app is that it uses Flash, which means it doesn't work on the iPad or iPhone. The company says it's working on an alternative (and suggests that, in the mean time, you let \u003ca href=\"mailto:steve@apple.com\">Steve Jobs\u003c/a> know how you feel about the lack of support for Flash on iOS).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As amazing a potential that lies in this free, Web-based graphing calculator, it isn't actually the main product that Desmos is building -- although it's one that fits right in with the start-up's mission: build software that make hardware lock-on obsolete in education.\u003c/p>\n\u003cp>The company's core product is actually a virtual whiteboard which will allow anyone to build browser-based content that will work on a multitude of interactive whiteboards, laptops, and tablets. As with the free graphing calculator, this product could mean that students and teachers aren't stuck with content attached to one specific piece of hardware.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The team had initially built a number of math tools in order to help make these interactive whiteboard lessons \"work\" -- particularly for math and science, and one of the results is the Web-based calculator. Give it a whirl, and be sure to \u003ca href=\"mailto:calculator@desmos.com\">send the startup\u003c/a> feedback.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/12862/free-web-based-tools-versus-goliath","authors":["4352"],"categories":["mindshift_195"],"tags":["mindshift_570","mindshift_571"],"featImg":"mindshift_12867","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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