For the first part of this assignment, you will create a list of podcasts you can all utilize in the
mathematics classroom (from the USA). A podcast is any digital media�audio or video�which can
be found on the web. (It does not have to be a digital audio only. It may use both video and audio
tracks.)
Based on the objectives of this course, find at least two different podcasts worthy of sharing with your
peers that relate to the concepts taught in a math classroom. The podcasts you share do not
necessarily have to be new to you because they may be resources unknown to your peers. They
should be specific podcasts, not just a website or program. For example, if you use a program such
as BrainPop or Khan Academy, choose a specific lesson/podcast within that website.
For each podcast, please write a paragraph that includes the following:
- A brief summary of the podcast
- The grade level it addresses (preferable 8th-12th grade)
- How the podcast could be helpful in a math classroom
- An example of how you could use the podcast in your classroom
- A full APA reference for the podcast, including the URL to the website.
Part 2
For this portion of the assignment, you will play a digital game or go on a virtual field trip
After you have selected and played a digital game or participated in a virtual field trip, think about how
you can use these technologies and other technology applications in your classroom.
PODCAST, DIGITAL GAMING, AND VIRTUAL FIELD TRIPS 2
Respond to the following in 2-3 paragraphs:
- Give a short explanation of the technology site or application.
- What mathematical concepts did it teach?
- How did the technology present the mathematical concepts?
- Who is the audience (e.g., which grade level – should be 8th-12th grade)?
- Would you recommend this specific digital game or virtual field trip to others? Why or why not?
- How could you incorporate this technology into your instruction?
- A full APA reference to the website, including the URL.
Part 1
The first podcast is experimental probability by Khan Academy. It begins by
providing the basics of theoretical probability before progressing to experimental probability.
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The podcast provides three examples in explain experimental probability they are flipping a
coin, an American football game, and a die. Furthermore, it addresses 8th-grade students in
the K-12 education system. Different scenarios are provided in the podcast making it easy for
the students to visualize the concepts. This makes it easy for them to understand probability
concepts. In class, I will use the 7-minute podcast at the end of the lesson to summarize the
points that I have been teaching (Khan, 2016).
On the other hand, the second podcast focuses on graphing and solving inequalities in
Algebra by BrainPop. The lesson explains ways to map equations and the symbols necessary
in solving equations. Furthermore, it explains ways of solving inequalities that involve
multiplication, division, addition, and subtraction. It concludes by the suitable ways to graph
the algebraic solutions. The podcast is suitable for students in 8th-grade. The use of cartons is
an interesting way to attract the attention of the students. I will use the podcast at the
beginning of the lesson as students will be active and excited to venture into the lesson
(BrainPop, 2016).
In conclusion, the use of podcast in teaching mathematics is an interesting way to get
the students involved in the lesson. The podcasts are flexible and can be used either at the
beginning or end of the lesson. To capture the students’ attention as they delve into the topic
or summarize the topics respectively. The main objective of using the podcasts is to foster
students’ comprehension of mathematical concepts.
PART 2
The site that I used in this portion of the exercise is the Thinkport website. I selected
the lure of the labyrinth gaming activity. The game requires them to use the logic and
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comprehension of mathematical calculations to tackle the monsters that want to dominate the
world. The mathematical concepts that are brought out in the text are first, identifying the
relationship between various items in the game. Secondly, sequencing the various aspects to
determine a common relationship. Finally, solving equations to identify the unknown figures
of the puzzles before progressing to the next level (Thinkport, 2017).
The audience in this game is the 8th-grade students dealing with algebra concepts. It
provides them with the foundation to focus on other complicated algebra concepts. I will
recommend the digital game to others as it is a creative and engaging activity. It expounds the
mind of the students when dealing with mathematical concepts as they have to use different
strategies to progress to the next level. Moreover, the repeat of the strategies through the
game solidifies the algebraic concepts with respect to equations in their mind. I will use the
technology at the end of the first lesson on pre-algebra to ensure that the students have the
basics of mathematical algebra concepts.
In conclusion, the digital gaming activity captures the attention of the students. It
provides them with an opportunity to creatively manipulate puzzles using mathematical
concepts. In addition, the aim of saving the world motivates the students to complete the
game on time. It also provides the students with proficiency in tackling algebra equations.
References
Brainpop. (2016). Graphing and Solving Inequalities. Brainpop.com. Retrieved 14 October
2017,
PODCAST, DIGITAL GAMING, AND VIRTUAL FIELD TRIPS 5
Khan, S. (2016). Experimental Probability. Khan Academy.org.
basics/v/experimental-probability
Thinkport. (2017). Lure of the labyrinth. Thinkport.org.
