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Outline and Introduction for a mathematics thesis paper

Outline and Introduction for a mathematics thesis paper

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Technology: Do or Do Not?

A Project Submitted to

in Partial Fulfillment of

ED 601

by

Brittany Wagoner

Box 2588

Pensacola, Florida

2

In this paper, every OPINION from someone else has been indicated by a parenthetical

citation or reference number. I realize that the mere presence of a parenthetical note or reference

number does not avoid plagiarism.

Parenthetical Citations: I have placed quotation marks around exact words, phrases,

clauses, or sentences of someone else. If I have paraphrased opinions of someone

else, I have stated those opinions in my own words (without quotation marks). I have

also introduced the quotations and paraphrases and followed the authors names with

parenthetical notes.

Reference Numbers: I have placed quotation marks around exact words, phrases,

clauses, or sentences of someone else. If I have paraphrased the opinions of someone

else, I have stated those opinions in my own words (without quotation marks). I have

also introduced the quotations and paraphrases and put a reference number at the end

of the sentence.

ALL FACTUAL INFORMATION (common knowledge or uncontested knowledge),

though not credited with a parenthetical note or reference number, has been stated in my

sentence structure. I have not used anyone elses organization of the facts.

This paper is my own first-time work. No one has helped me in the preparation or writing

of this paper. I understand that plagiarism detection software may be used on this paper.

3

Intro: When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching material that students need to learn.

I. When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching material that students need to learn

because of the philosophy behind each method.

A. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the philosophy behind mathematics.

B. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the philosophy behind the flipped classroom.

C. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the philosophy behind the traditional classroom.

II. When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching materials that students need to learn

because of the motivation in each method.

A. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the motivation in the flipped classroom.

B. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the motivation in the traditional classroom.

III. When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching material that students need to learn

because of what is available for teachers and students.

A. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the technology that is available for teachers and

students.

B. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that

students need to learn because of the time that is available for teachers and

students.

IV. When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching materials that students need to learn

because of how the teachers communicate knowledge

A. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching materials that

students need to learn because of how the teachers communicate knowledge in the

flipped classroom.

B. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching materials that

students need to learn because of how the teachers communicate knowledge in the

traditional classroom.

4

V. When teaching mathematics on the high school level, the traditional teaching approach is

more effective than the flipped classroom in teaching materials that students need to learn

because of the unique difficulties.

A. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching materials that

students need to learn because of the unique difficulties in the flipped classroom.

B. When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching materials that

students need to learn because of the unique difficulties in the traditional

classroom.

Conclusion: When teaching mathematics on the high school level, the traditional teaching

approach is more effective than the flipped classroom in teaching material that students need to

learn.

5

Technology: Do or Do Not?

Technology. One does not have to look more than ten feet to see technology. It might be

a phone, a tablet, a computer or a television. Technology has become more and more of a regular

occurrence in society today because of the rapid rate at which technology is progressing. Just a

decade ago, it would have been uncommon for middle school and high schoolers to have cell

phones and most of the time phones did not do much more than call or text. Now, a high

schooler may have a cell phone, tablet and a computer and he might be using all three at once.

Since technology has such a commonplace in society now, there are many schools that are

looking to integrate technology into the classroom setting. Does technology have a place in the

The flipped classroom is a type of classroom driven by the technology of today. Natalie

Milman discusses information about the flipped classroom in her article "The Flipped Classroom

Strategy: What Is It and How Can It Best Be Used?". Her definition of a flipped classroom is In

K-12 and higher educational circles, flipped classroom instructional strategy (also known as

the inverted classroom) has been receiving a lot of attention. The idea is that rather than taking

up limited class time for an instructor to introduce a concept (often via lecture), the instructor can

create a video lecture, screencast, or vodcast that teaches students the concept, freeing up

valuable class time for more engaging (and often collaborative) activities typically facilitated by

the instructor. It is important to note that the strategy should involve more than just the take

home video lecture (or screencast or podcast).1 There is a considerable amount of technology

that goes into a flipped classroom. This technology is expensive to purchase, sometimes difficult

1 Milman, Natalie B. "The Flipped Classroom Strategy: What Is It and How Can It Best Be

Used?" Distance Learning...For Educators, Trainers, and Leaders 11, no. 4 (2014): 9.

6

to use, and can be prone to malfunctions. Is the flipped classroom the most efficient way to teach

mathematics to students?

The traditional method of teaching is a method that has withstood the test of time.

Traditional ways of teaching have worked for years for the schools in America. There is nothing

inherently wrong with using technology in the mathematics classroom. The problem is when the

technology takes over and it becomes the teacher and the teacher becomes a guide. Teachers are

educators. Technology is not a teacher. That is why when teaching mathematics on the high

school level, the traditional teaching approach is more effective than the flipped classroom in

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