Math Training Module: Using the Internet in Support of GED Math Instruction

Session One: Overview
2. Using calculators and spreadsheets

Time: 75 minutes

Objectives

• Participants will explore websites and read relevant documents.
• Participants will relate positions on calculators and spreadsheets to their own practice.

Materials

• Flip chart
• Markers
• “Pro” and “Con” signs
• Computers
• Handout 1b

Procedure

1. Ask the group the following questions and write their answers on the flipchart:

• How many of you balance a checkbook using only a pencil and paper to do the math?
• How many of you use a calculator when balancing your checkbook? How many of you have ever checked the addition in your checkbook, realized you made a mistake on a previous page, and wished you could just hit a button and correct all the entries at once?

To the Trainer:
It is very likely that nearly everyone uses a calculator to balance the checkbook and nearly everyone would like to correct all the errors at once with one push of a button

2. Make the following points:

• Our learners are no different than we are. They use calculators all the time. And spreadsheets would be a welcome tool to use in record keeping if they knew how to use them.
• But there is a huge debate around the use of calculators in the adult math classroom. The “Back to Basics” group feels that kids and adults learning math should have to memorize the number facts and do the calculating without the assistance of a calculator. The “Progressive” group considers the calculator to be a tool just like any other that you use to make life simpler.

3. Ask each participant to review the following websites (see Handout 1b) and to answer the questions. Allow 30 minutes. Tell them that when everyone is finished you will take a ten-minute break. After the break you will ask them to discuss their answers with the larger group.

Debrief

Your purpose here is to encourage the sharing of impressions and ideas in order to change classroom practices to include the use of calculators and spreadsheets. Some people use them and are very comfortable with them. Calculators are typically used in the GED class now. But teachers may be unfamiliar with spreadsheets and so never think to include them in lessons. Ideas generated here might be enough to get them to try something new.

Post a sign at each end of the room. One should read “pro” and one should read “con”. Ask people to choose a position and work with others there to make the case for or against using calculators and spreadsheets in the adult math class. Allow 15 minutes.

If “teams” are uneven you need to move people so you have 2 nearly even groups.

After 15 minutes, ask participants to share with the larger group some of their ideas for using calculators and spreadsheets in the classroom. If there is time, encourage participants to also share some of the difficulties they’ve had and how they dealt with them. Allow 15 minutes.