Writing in Math—Computers work as well as pencils and sometimes better!

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There are many articles out there on 1:1 computer initiatives and how schools are planning to incorporate their use into instructional practice. Naturally, how to use computers effectively in mathematics is a big focus. Andres’ recent post Look Before You Leap highlighted some of the debate around the issue.

What I myself am reading and observing in mathematics classrooms is that computers are often used as a replacement for what traditionally might happen in the classroom, rather than as a tool for learning itself. By this I mean the computer is used to show the lecture or to demonstrate the how-to of a math algorithm via video, as a tool for reviewing and practicing math skills, or as a resource for doing “projects” after the learning has happened. What we need to remember is the computer allows for learning to go beyond what we have traditionally done, so why limit ourselves? With computers we should be doing things DIFFERENTLY, not trying to do the same old thing with a different tool.

Not surprising, I am a big proponent of using dynamic software for mathematics, such as Sketchpad, TinkerPlots and Fathom, over the more drill-and-kill type of math software programs or resources that are often purchased or relied on with these 1:1 initiatives. As a constructivist by nature, I tend to lean towards the creative, exploring and discovering ways of learning math versus the more algorithmic and formal assessment-driven methods. With computers, engaging, constructive-type software should be the type of programs we are using with our students, especially in light of the Common Core Standards that specifically call for tools such as “dynamic geometry software.” Dynamic geometry software allows for students to reason abstractly, model with mathematics, construct viable arguments and many more of the Standards for Mathematical Practice, which cannot be said for the more algorithmic-based programs and resources.

Imagine my excitement when reading an article a couple weeks ago called MacBooks for All – Kind of: 9th Graders Will Get Laptops Next Year when I came upon this sentence near the end that mentioned Sketchpad as one of the programs on the computers:

Although math teacher Patricia Dias expects to take advantage of Geometer’s Sketchpad and Google ToolBar in class…

only to have my hopes dashed by the ending of the sentence that states:

…she worries that “math is most easily done with pencil and paper.”

Sigh. Disappointment. Disbelief. Soon to be even more disappointed by the remaining comments:

“It is (almost) impossible to take notes in a math class on a computer—I could teach them how to do it, but the fact of the matter is it’s faster to do it with pencil and paper,” she said.

“And if it’s in paper I can see all the way back to the room and see if they’re really doing math.”

However, Dias said that it will be convenient to have the laptops on days she schedules projects.

Here is a prime example of thinking that the computer is either something extra or thinking of it as a different tool for doing the same old thing—taking math notes.

I would like to demonstrate how, in fact, Sketchpad is an amazing way for students to take notes in math class. They are a different kind of notes. They’re visual notes. They’re dynamic notes. They’re changeable notes. Notetaking with Sketchpad provides a more engaging, multi-representational way for students to learn, explore, and remember mathematical concepts. It may not be “faster,” but it is deeper, contextual, visual, and memorable—and interactive—more so than words on a piece of paper.

(Side note…if students are at the computers using Sketchpad, you can see everyone’s screen and see them doing, creating, and learning math!)