Having intentional math conversations in the classroom can play in important role in the learning process. These conversations involve students explaining their mathematical thinking while working with others to complete tasks. It’s been a beneficial activity and helps students develop confidence while communicating their thinking. In addition, I’m finding that students are becoming better at explaining their math reasoning in written form.
A few weeks ago I was reading a comment by Mary about possibly using Tellagami in the classroom. I’ve used Tellagami for an AR scavenger hunt but haven’t yet put the app in the students’ hands. After researching this a bit and reviewing a few Tweets related to the topic, I thought that the app might have potential in having students explain their mathematical thinking. I made an examples and present it the class earlier this week. I thought that with a few tweaks the project could help students practice having math conversations, while at the same time provide opportunities to create digital content.
The focus of this project was on math vocabulary. The students would be emphasizing math vocabulary for the current unit and use it in a practical situation. The students and I created a rubric for the project. The students added that the background should be related to the math vocabulary word and a minimum time limit be established. The class came to consensus and decided to use this rubric going forward.
Students were then given about 15 – 20 minutes to create a background for their Tellagami project. Students were given the opportunity to use the classroom resources to create a background. Depending on the math vocabulary, students used whiteboards, base ten blocks, student reference books, geometric shapes, coordinate grids, and other math manipulatives in the classroom for their background. The next step in the process was to create their Gami. This didn’t take long as limited clothing and accessories options exist. Students then wrote out a draft of what their Gami would communicate. During the next math session students used their draft to record their own voice or used one provided on the app . Once finished, students then reviewed the rubric, saved the project to the camera roll and uploaded the project to Showbie. The next step is to move the projects to YouTube or Vimeo. Overall, I feel this was time well spent and next week the class will be presenting their projects.
Educational Aspirations 