Journal #2

Journal #2
"Speaking Math: Using Chat in the Multicultural Math Classroom”
By Janet Graham and Ted Hodgson

Summary:
This article discusses the results of an experiment conducted in math classrooms at Osbourn High School. In an Algebra II classroom, students talked to peers through online discussions about the math concepts that they had learned in the classroom. The course management system (called Moodle in this case) consisted of chat rooms and discussion boards. Chat rooms allow for students to talk in real time discourse. Forums promote discussions at different times of the day. One limitation is that Moodle, like most of the CMS software, does not allow math symbols. Thus, only math vocabulary could be used between the students. One benefit the discussion boards and chat room have is that it allows teachers to dive into their minds of their students. Teachers can review what their students write and gain insight into the students thought processes. On the next day, teachers can discuss or review the topics that were most challenging to the students. Students benefit by thinking critically and working with peers. In the article, a specific example is given in which students are unsure about the definition of a polynomial . Based on the groups responses, the teacher goes over the concept and definition. Another benefit of the program is that non English speaking students use the program as a tool for learning the language. Many times, non native speakers are not ready to talk in English because they do not feel comfortable enough. But, the forum allows the student to read other’s responses and use them as a grammatical template, and then produce a well constructed response. The non-native English speaker then participates in the conversation and has an alternative way to learn English. In the article, an example of this was portrayed with Justin, a native Spanish speaker. Students learn how to discuss topics electronically which is becoming an important tool in technology. They also get to discuss math concepts with peers in order to better understand what is going on in the classroom. During class, students would go to a computer lab and discuss the math concepts in small groups. CMS allows the teacher to assign students to small groups. This was most beneficial because some students did not have computers at home. Another benefit is that students were able to find students who had the same class but at a different time of day. They were able to find members who were of similar background and diversity as them. Thus, students did not feel so isolated.

Questions:

1. How beneficial can the program when students cannot even use math symbols on the forum?
The forum alone does not serve as the student’s homework. Students are still expected to solve the math problems and show their work. It serves as an aide for students to talk with others about the ideas and concepts going on. Teaching is not only left to solely the teacher. Students become educators for their peers. The forum can also be used for other subjects as well and may even be more beneficial.

2. What about students who do not have access to a computer at home? Are they at a disadvantage?
Students who do not have an access to a computer will not benefit from the program. They could also possibly feel animosity towards others who have this access. Students should have access to the computer lab during lunch and after school hours. It would depend on what the district offered. The best situation would be for students to use the computer lab in class. This will allow all studen