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# Category: Learning Design

## Speed Rounds: Test Review Game

Here’s a game we play on Test Review days that engages all the students at once and gives every team a chance at points in every round (unlike Jeopardy). I count the students off into groups of 3-4 students. Each group gets an answer sheet for the game (a piece of colored paper with a letter, A, B, C, D, …) at the top. I make a “scoreboard” on the board to tally the results of the rounds (12 in this case). Here’s what that looks like: Then we begin the game. Here’s a sample game – the one we played today in class. Uploaded on authorSTREAM by wyandersen For each round, the students work with their group to come up with an answer they can all agree on. Group A writes this on their answer sheet, Group B on their answer sheet, etc. If a group does not want to submit an answer they can write “HOLD” or just hold on to their sheet for the round. When all answers are in, I put up the answer and, if necessary, work through the problem. By the end of the game, the scoreboard might look something like this: The students seem to like the game whether you play it for points or just for fun. I always choose the more difficult problems for the game because it has the...

## Site for Teaching Math to the Visually Impaired

I want to point you to a collection of resources for teaching the visually impaired. The site Teaching Math to Visually Impaired StudentsĀ is put up by Susan Osterhaus, who has been teaching math to the blind and visually impaired in Texas for almost 30 years. I have never even heard of many of the techniques and materials she refers to on the site, like Nemeth Code and Thermoform Tactile Diagrams. I wish there was a little more explanation of what these things are, but I am perfectly capable of searching on the Internet(which is what I did). Nemeth code is a special Braille used for math and science notations that allows arithmetic calculations, algebra, trigonometry, calculus, etc. There are a variety of Thermoform Tactile diagrams, but the general idea is that these are diagrams where the lines and curves that create the diagram are raised on the paper. Some papers are available where you can draw on the paper with black markers, and after running it through a copy machine, the lines become raised (the technology is based on light absorption). This would certainly be a great option for 2-D graphics. I have seen a machine that will make tactile 3-D graphs – when I was in Kentucky last year. More to come … Possibly Related Posts: Group Exploration in Math Elaborations for Creative Thinking in STEM Learning Math...

## Assistive Math Technology Product Matrix

Design Science has built a great resource to use if you need to find out what kind of math accessibility your software has, to find out which accessibility software you might want to buy, or to compare different systems in general. Check out the Design Science Assistive Technology Product page. Possibly Related Posts: Group Exploration in Math Elaborations for Creative Thinking in STEM Learning Math is Not a Spectator Sport Recorded Webinar: Teaching Math in 2020 AMATYC Keynote Notes: Challenge and...

## Hammer and Nail Problem

Believe it or not, I have been at MathFest for three days and have only managed to attend four sessions (besides the one I presented in). But I talk to a lot of people and talk to a lot of the exhibitors and because MathFest is a lot more research-oriented and focuses more on upper level math, there are actually not a ton of sessions that I am interested in – although, as is always the case, the sessions I did want to go to were all scheduled for the time I was speaking. I haven’t seen Kien Lim since graduate school – I saw him walking down the street one night in Madison and recognized him. Kien and I used to be involved in some great discussions about how students learn. He invited me to his talk on the “Hammer-and-Nail Problem in Mathematics.” His talk (10 minutes) was briefly about his interest in math education and his experiences with students in Math for Elementary Ed. What he’s seen in teaching future teachers, is the same problem that I think we’ve all seen in different courses. Here are some examples that I’ve seen in math classes: After you teach algebra students how to multiply polynomials, some can suddenly no longer add polynomials and will multiply an expression like (x + 3) + (x – 4). In Calc II, I...