COURSE PROFILE: FOUNDATIONS OF MATHEMATICS BY VEDIC MATH

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Hello ECI834!

My classmate and a friend Hu Sile have decided to join forces and create our Online Course together! As a mathematics educator, I have taught students from secondary education to undergraduate studies and one thing that I have noticed in my students is the fear of mathematics. Right from the lower grades students are bombarded with the mathematics syllabus containing arithmetic, algebra, geometry and are taught to solve the mathematical problems with standard techniques and not by logic and shortcuts.

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Our Course Foundation of mathematics by Vedic Math is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose. So this is the beginning which will eventually be an outstanding course with all of your support and feedback.

COURSE PROFILE

Target Audience:

Vedic math is based on math tricks. Age for learning Vedic math is minimum 10 years and should be taught at the age of 11 or 12 to give a kick-start to maths problems. However, the Targeted Audience for this course would be students who are 16 years and above. This course would be best for students and working professionals who are looking forward to entering universities and clear entrance exams and secure admissions to the best universities of their Dream. This would also be an Ideal course for Math teachers who want to make their Math classes more interesting & innovative and add another skill set to their teaching practices.

Course Timeline:

This online course is comprised of ten sessions and designed to cover the entire module in ten weeks.

Course Delivery:

Foundation of mathematics by Vedic Math course will be formatted in a fully online form, which combines a flipped self-learning procedure with weekly synchronous sessions. It should be noted that conceptual videos of related every course content will be posted to Google Classroom (Learning Management system).

  • Prior to each formal course section, students must pre-watch the foundational knowledge video associated with the upcoming class content by accessing through Google Classroom Courses links. When you finish the video, you are expected to fill and submit the Google Form regarding the description of your understanding or the problems you are struggling with.
  • Our synchronous sessions will employ zoom– an online conferencing software (available for PC, Mac, and smart devices) to give lectures and help solve the problems encountered

Course Objectives and Learning Outcomes:

Mathematics is one such analysis that requires reasoning and mind is used at its best but unfortunately, students are largely dependent on calculators even to perform simple calculations. Most of the learners studying conventional mathematics manage to solve problems that are taught to them at school, but they are unable to solve the problems that are new. They will follow the traditional methods which involve lengthy steps and end up drawing to a conclusion that math is difficult. The main reason for this is the lack of basics and the foundations of mathematics are laid in a complicated manner.  Innovation in education means doing what’s best for each and every student in the classroom and to do that we have to be flexible and so must be the lessons, and curriculum. Learning mathematics must be a fun and joyful experience and Vedic mathematics are one of such methods which simplify the process of learning mathematics and students will learn to reason which will result in innovations.

The most striking feature of the Vedic methods is its coherence. The entire system is interrelated and unified: the general multiplication method, for example, is easily reversed to allow one-line divisions, and the simple squaring method can be reversed to give one-line square roots. And, these are all easily understood. This unifying quality is very satisfying, it makes arithmetic easy and enjoyable, and it encourages innovation.

Difficult arithmetic problems and huge sums can often be solved immediately by Vedic methods. These striking and elegant methods are a part of a system of arithmetic which we believe to be far more methodical than conventional mathematics. “Vedic” Mathematics is said to manifest the coherent and unified structure of arithmetic, and its methods are complementary, direct and easy.

The learning outcome of this course will enable students to perform complex mathematical calculations mentally and set aside their calculators. There are many advantages of using a flexible, mental system. Students can invent their own methods and they are not limited to one method. This leads to more creative, interested and intelligent students.

Course Module:

Section 1: Welcome & Introductions

Section 2: Base Method by Vedic tricks

Section 3: Multiplication of Complex numbers in seconds

Section 4: Finding Square of Complex numbers

Section 5: Finding the Square root of Complex numbers

Section 6: Finding Cube of Complex numbers

Section 7: Finding Cube root of Complex numbers

Section 8: Division of Complex numbers by Vedic tricks

Section 9: Finding the Percentage of Complex numbers by Vedic tricks

Section 10: Finding a Fraction of Complex numbers by Vedic tricks

Course Materials:

There are no textbooks that are required in our class, but as it is mentioned above, we do demand class participants to use their computers or smart devices which have access to a stable and fast-speed internet connection for our online class delivery tasks. For those who are struggling with how to utilize our toolsets, we listed the instruction videos as follows, wish they would help:

Attendance: 

Attendance will be mandatory, synchronous sessions will be recorded when delivering the class. We understand that there will be a variety of reasons for students’ miss, therefore, all the recorded videos of class contents and E-materials will be accessible for all registered students during the course timeline. On account of those random reasons for missing classes, before each class, we will send a reminder email to all registered students for participation confirmation.

Assessment and Assessment Strategies:

(ONE on ONE Evaluation and Expert Evaluation)

Formative assessment will happen after every class section which aims to record students’ pace for learning outcomes and help students gain an insight into Vedic Mathematics. Teacher will deliver quizzes via Google Classroom, and students will give their video responses to each assignment by using flipgrid, your response video requires a methodical approach, which means in your video, you have to thoroughly describe how you approach the problems, and explain your train of thoughts, instead of simply providing an answer. (suppose educator has adjusted the length of a video to 5 mins). Assigned teachers will give feedback and provide guides by tracing each students’ flipgrid video.

Students are encouraged to work in groups and discuss with each other problems, any meaningful video comments on other students video responses will be marked as part of the final summative assessment.

Assignments:

Every week assignments will be shared in each individual Course Module. As specific students require diverse methods of instruction, assignments, and expectations may alter depending on the individual student need.

Rationale:

This course is designed to assist students to recognize their hidden potential, improve their mathematical abilities and also drastically enhance their academic performance and ultimately eradicate Math-Phobia. Learning mathematics must be a fun and joyful experience and this course are designed to serve that purpose.

By the end of every session, students will have a better understanding of Vedic mathematics and will be able to solve problems 100 times faster than normal methods. As students progress through the course they will sharpen their minds which will increase mental agility and intelligence. Students will be learning how to speed up multiplication, Division, finding squares, square roots, Cubes, Cube Roots, performing algebraic Equations in seconds without using calculators. This course will change their paradigm about solving mathematical problems and start to love, enjoy math more than they ever did.

By having regular Interaction with a teacher, students will have more support in mastering the concept, which will boost their self-confidence and cultivates an Interest in numbers.

Obviously, we have a long way to go and have Improvising to do. Any advice is welcome and greatly appreciated!

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TECHNOLOGY INTEGRATION IN TEACHING MATHEMATICS

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Hello ECI834,

I am a Mathematics educator and have always been delighted, proud of my profession and I must say that the integration of technology into my classroom has greatly enriched my teaching practices. After this week’s class, I began to reflect my own experience using technology in my classroom and researched a lot about the integration of technology in the educational context. The more I read the more I realized that technology in the classroom is an excellent way to engage learners and in a math class, technology can be a massive help for students with mathematics learning problems and creates an interactive, engaging learning environment.

As educators, most of us would reasonably accept the fact that technology has transformed almost every area of life and the educational sector is no exception. when I reflect my own experience of technology integration in my professional context, my words change and the advantages it has to offer, possibilities are limitless. I believe that technology has so much to offer especially in education and for an educator to get closer to our students and deliver the knowledge effectively and efficiently.

It is an unquestionable fact that the major drift in the education today has one or the other means of entanglement with technology integration. As educational institutions explore different ways to implant technology into the classroom, teachers are trying different methods for effective incorporation of technology so that it promotes success and knowledge gain among students. Technology has presented us with many vigorous learning tools and these tools are the most versatile learning tools in the history of education; where our students have immediate access to enormous amount of information which is both informative and collaborative. Technology incorporated in education has many advantages and serves multiple purposes. One of the vital and notable benefits of educational technology is that it improves overall access to education

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During my past seven years of teaching experience, I have used several EdTech tools in my classroom. I have utilized various kinds of Calculators, Math notation tools, Fathom, Geometer’s Sketchpad software, graphing tools, drawing tools which help students draw lines, shapes, angles, and other geometric topographies, Equation-solving tools, Manipulatives, and Text-to-speech. These tools are designed to help students who struggle with computing, organizing, aligning, and copying math problems down on paper. They assist the instructional process and makes math class lot more interactive, interesting and fun.

Although integrating technology gave me some major advantages in math instruction, but not without challenges. The first and foremost challenge was how to avoid student distraction. Yes, most of my students were either entirely occupied with the technology or they were getting distracted from the actual course. Further, even though students were familiar with the general use of technology, the correspondence

to a particular mathematics tool was a difficult task. Making them familiar and comfortable to use few tools consumed more time and some of them also complained that understanding the tools was a lot more difficult than the math concept. Fixing the frequent technical issues was another challenging factor and finally, Instructional Difficulties with using various tools and understanding them was the biggest challenge because it required a lot of time to update our own skills about new technology. I couldn’t agree more when Kelsey states in her blog post that “Often, educators and educational assistants are not well trained in how to utilize technologies to full capacity.   This can definitely lead to difficulties when technical issues arise and a lack of time and energy on professionals parts to try and make the tools work”.

The means of blending technology in math classrooms posed many kinds of challenges. There were times where technology posed problems, while sometimes the curriculum did not furnish much support for learning by using technology, and sometimes there were moments where we as educators faced challenges using new tools which required adequate skills. But still, I think that technology extends opportunities for fostering learning and is helpful for instruction and assessments

Finally, I think that EdTech offers an enormous advantage and I really think that it is working well in our classrooms. However, with the advantages, there are always challenges and opportunities. So, what are your thoughts on Integration of educational technology in the classroom? and what are the challenges you face and how did you encounter it?. 

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The Beginning of the Learning Journey

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Hello Everyone,

 My name is Sapna Bajantri and welcome to my blog. I am a Mathematics educator and have been teaching from the past seven years. Over the past seven years of my teaching experience, I have taught various Math courses for students from grade 12 to undergraduate. I love teaching Math and also a technology-hungry person and I love learning new platforms of teaching. Being a mathematics educator from the past seven years the first thing I notice in my students is the fear of mathematics and have always worked hard to change this perception and make Math a joyful learning experience. Aside from my profession, I am also a wife, and soon to be a mother. I and my husband are expecting our first child in February 2019. We are very excited and just cannot wait to meet the newest addition to our family!                     

This is my tenth master’s class and fifth EdTech course with Alec, and I am so excited to be part of EC&I 834. I really enjoy taking online classes with Alec which is always interactive and informative. I am even more excited because by completing this course I will be completing my masters.  During this course, I want to learn many things in regards to online and blended learning. For now, I have set three goals.

  • To gain and explore new resources and tools to build an online learning course.
  • Become more active with my twitter so that I could connect with other professionals who can provide examples and ideas.
  • To be more creative and interactive in my blogs

I am certain that these goals will change and improve over the time during the course and I am looking forward to learning with all of you over this term!

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SUMMARY OF LEARNING

 

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Hello, ECI833,

Welcome to my Summary of learning for ECI833 on Foundations of Educational Technology. What a fabulous course this was and I can’t believe that how fast the semester went and I am wrapping it up with this video. I want to thank everyone for an extortionary journey and this is one of the most significant classes I have ever taken. It was engaging, thought-provoking, challenging, and fun. I think I have learned a lot more than I expected to. Thank ’s to Alec and my classmates for this extraordinary semester of insight encouragement and growth and I hope you enjoy my video.

 

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MATHEMATICS AND ASSISTIVE TECHNOLOGY

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Hello ECI833!

First of all, let me start my blog post by thanking Haiming, Channing, and, Kelsey for an exciting and informative presentation about  Assistive Technologies and tools which greatly enrich our classrooms. The interesting perspectives they shared throughout their presentation was so inspiring, and I must say that I was impressed with the whole concept of assistive technology and the fantastic way of presenting the facts. Even though Assistive technology was created to aid students with the special need but today it has gone beyond that purpose by helping even those students who require more support and assistance in carrying out a specific task. 

After the presentation, I began to reflect my own experience using Assistive technology. Assistive technology can be a massive help for students with mathematics learning problems like dyscalculia. As a mathematics educator, I have used several Assistive technology tools for math which are common in most math classrooms, like

talking calculators and graph paper. However, there are many other Assistive technology tools which can effectively enrich our teaching practice and in return help students. I couldn’t agree more with my classmate Amy.C when she states “With all the challenges teachers are facing and have many diverse needs in the classroom, we can’t imagine the class without assistive technology. But having said that as a mathematics educator, it was always essential for me to first to understand how a student struggle with math and that understanding helped me to figure out which assistive technology tools suit that particular child. 

Using technology just for the sake of using it will never serve the purpose, as an educator, I think we must first have to analyze what the situation demands and which assistive technology to use to that particular situation. In short education to educators is vital because many teachers do not have an adequate level of knowledge and skills of using assistive technology and the article “Teachers Knowledge and Use of Assistive Technology for Students with Special Educational Needs” provided by the presentation team is an excellent example, which showcases the need of assistive technology knowledge and skills among teachers.

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In my seven years of teaching experience, I have used many assistive technology tools in my classroom. I have utilized various kinds of Calculators, Math notation tools, graphing tools, drawing tools which help students draw lines, shapes, angles and other geometric topographies, Equation-solving tools, Manipulatives, and Text-to-speech. These Assistive technology tools for math are designed to help students who struggle with computing, organizing, aligning, and copying math problems down on paper. Such Assistive technology tools not only help students with special needs but also will be a boon for those students who are struggling with math and overcoming math difficulties.

Finally, as a math educator, I am curious to know which math assistive technology tools are being used in your classroom? And are they effective?

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Assessing Assessment Tools

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Hello ECI833,

As teachers in the digital era technology have empowered us with various tools, techniques to aid us in instruction and make our classrooms interactive and engaging. As a mathematics teacher If I were to choose an educational technology tool for assessment, my choice would be The Answer Pad.

As a mathematics teacher, I am particularly interested in this tool because of its comprehensive nature which is entirely different from the other assessment tools. This completely collaborative tool which supports both mobile and web platform helps teachers monitor student progress and also promotes student engagement. Determining efficient assessment tools and plans can often be a challenging task for educators and for a math educator it would be even more challenging as I have noticed that not all assessment tools serve the purpose and are not suited for every class

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and situations. I couldn’t agree more with my classmate Sage when she states “Technology has influenced the ways in which teachers assess their students for decades.  With more recent advances in technology, we now have access to a seemingly endless bank of tools”. The Answer pad is such a tool which helps educators to design summative assessments which can be answered by the students very quickly and interactively by just tapping on the devices and also formative assessments can be directed by teachers in a very creative and straightforward manner, this inclusive nature was the ultimate factor which caught my attention. I am a full-time student now, but once I am back with my students, I think this tool will be a winner in my classroom.

The Answer Pad assessment tool is straightforward to set up and is a multi-platform BYOD learner discussion system that concentrates on real-time assessments. Educators can enroll for free and build their class and enroll their students, or the students can register themselves by the registration code provided by the teachers. The Answer Pad tool is completely free for up to 200 students over eight classrooms. The Answer Pad is an interactive and engaging tool for a math educator, and I am excited to try it with my students. By Logging on to this tool, we will be able to format our class to take swift formative or summative puzzles to help us know if our students understand what we are teaching in our classroom. The abundance of resources and pre-made quizzes which are available in the answer tab website make it even more exciting for educators and the simple, flexible way of creating our own quizzes make it easy to use.  With all such features, I do think that this tool will increase engagement and participation in my classroom.

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Thus, in conclusion, I think the pros of The Answer Pad include:

  • Easy and free to install
  • Quick to Connect and enhances classroom participation and engagement.
  • Facilitates attractive feedback and Broadcast system.
  • Drawing tool can easily be sent out for students to work through a problem.
  • Every student in the class is given a voice.
  • Live Monitoring system allows the teacher to watch students work through an assessment

However, there are some cons as well,

  • This platform is entirely technology-based and might be challenging for some educators.
    • Students may get distracted by the web page, video features as they can view without out having to leave the interactive session.

Finally, I think that the Pros of the Answer pad tool would definitely outweigh the Cons. What do you think? Have you ever used The Answer Pad tool in your classroom? If yes what do you think about the tool? And your student’s response to the tool. If Not, would you consider using it in your classroom?

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WEB 1.0, 2.0 & 3.0……………….?????

 

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Hello ECI833,

The internet today is very much alive, and the evolution of Web 1.0 to Web 2.0 to Web 3.0 all happened in my lifetime. I was fortunate enough to witness this evolution, and it surprises me quite often to the fact that where we were and where we are now and is still evolving as we speak. Jana, Katie, Brooke, and Kyla O excellent presentation this week refreshed many such memories. The first generation of internet WEB 1.0 primary gave just information, but with the rise of so many platforms, the web became increasingly interactive where the consumers became contributors reaching to a point where without the contributors there was no meaning to the very existence of the platform. There will be no Facebook or YouTube if no one posts content or videos to those platforms and now web 3.0 make me even more optimistic, and as a teacher, if I relate this shift to education 3.0, it also makes me a bit anxious too. 

Web 1.0 and Education 1.0– According to Jackie Gerstein, Education 1.0 and Web 1.0 represents learners as receptacles of knowledge, where educators are mainly gatekeepers of information. Education 1.0 was just like Web 1.0, a source of static data, where learners go to educational institutions to get an education from educators. It is primarily teachers who produced, supplied information and students were the consumers of knowledge. Even though collaboration took place, it was limited to small groups,

 Web 2.0 and Education 2.0– The shift of web 2.0 paved the road to education 2.0 where the technologies of web 2.0 were used to improve outdated approaches to learning. The incorporation of blogs, wiki, podcasts and much such similar technology enriched the format of education and educator’s role changed from the primary source of information keepers to guides and mentors. Even after such an advancement, most educational institutions are still living in and working through an Education 1.0 model. I couldn’t agree more with Michel when he states in his blog post “Unfortunately, many classrooms are not quite ready to make the shift from Web 1.0 to Web 2.0.”

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Web 2.0 and Education 2.0– According to Derek et al. education 3.0 “is characterized by rich, cross-institutional, cross-cultural educational opportunities within which the learners themselves play a key role as creators of knowledge artifacts that are shared, and where social networking and social benefits outside the immediate scope of activity play a strong role “. Gerstein’s metaphor and article suggests that just like how the evolution of web 1.0 to 3.0 happened there must also be an evolution or transformation in education and our teaching practices. As teachers, we must learn from what is trending on the internet, learn how our students connect, communicate, learn and share. The shift of web 2.0 paved the road to education 2.0 where the technologies of web 2.0 were used to improve outdated approaches to, but unfortunately, most of us are stuck in education 1.0. The Gerstein’s metaphor and article is an excellent contribution to teaching fraternity to analyze our teaching practices and reflect upon where we stand and where we must be heading. Even though we are at the frontiers of web 3.0, we have not yet reached there, and the course of teaching itself is not changed significantly, even though the foundation for broader transformation is being laid down by web 2.0. Web 2.0 technologies are currently used to enhance traditional approaches to education. Education 2.0 involves the use of blogs, podcasts, social bookmarking and related participation technologies, and it facilitates a superior opportunity for collaboration between the educator and student, students to students. The shift to web 3.0 will be a massive shift in education and to be honest, it also makes a bit anxious.

With the evolution of web 1.0 learners obtained knowledge, web 2.0 technologies facilitated them with platforms from which they could share, converse, reproduce, data upload, discussion forums and publish information. Web 3.0 will be more open, well connected and mainly intelligent, self-learning. There are many advantages and disadvantages from the shift to Web 3.0. Web 3.0 permits us to individualize to meet the needs of each student, which will allow them to learn relevant information in a collaborating, personalized, and open, free manner. The article User Generated Education states precisely that “education 3.0 is based on the belief that content is freely and readily available. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education”. With so many privileges and advantages come hand in hand with various challenges. First of all, it will be difficult for teachers to adapt. In this ever-changing educational landscape we are always required and expected to change, and many of us are resistant to so many changes;   ultimately it will not be a choice, and we have to change, adapt so that our teaching practices will accommodate the new expectation. When that situation arises, there is a need for training and professional development so the educators can successfully incorporate the web 3.0 in their teaching practices.

With everything that been said, I also feel concerned for those students who cannot afford such technology and have lack of access at home. If our teaching practices are entirely be based on technology how can we accommodate those students who do not have access to such privileges?  How can we as educators and school deliver equal learning in a world of unequal access? There is a lot of unanswered question, and it also raises a problem are we ready for such a shift???

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