During the first term, in the 2010-2011 school year, I created a Facebook group called “Notre Dame Math Discussion”. Above is a picture of what the group looks like.
During the semester, I assigned specific questions that needed to be answered using the math discussion group. One example, from my math 20 pure class, is the following:
Each student was given a slip of paper with different function notations on it. For example,
the student was then required to send a message on the discussion board as to what their slip means in English. The student that received the slip above sent me the following message, “It means you multiply the function f, with x as the variable, by 2, then multiply function g, where you substitute 2y into the variables, by 6. Your two new functions are then added together”.
Another example from my Math 31 class:
As a class we graphed 3 functions from their equations. I never gave any directive as to the steps, just asked the class, “What do we need to know, so that we can graph an appropriate graph?”. The students were then asked to send me a message as to what the steps where in graphing a function. I explained that, for this task, there is not just one right answer or one correct order of steps. I received many messages, and later in the course I received the following picture as a way to represent the steps of graphing a function.
Students used this site above and beyond expectations. During the weekends, I was getting messages from students asking how to solve problems. When I was not quick to answer, students started answering their classmates’ questions. My students were becoming teachers!
When students were incorrect, instead of deducting marks on their assignment, I would reply with a guiding question. Students were also becoming self-assessors. Here is a conversation between myself and a student on the week-end outside of class time.
Student: for the question x2-6x=-9 i got x= -9, 1/4 i got this by gaphing the equation on my calculator and finding the intercept lines
ME: Hey KKKKK. X does not equal -9. How did you graph it?? What did you graph in y1 and y2?
Student: x squared-6x in y1 and -9 in y2
ME: Recalculate intersect. Are you looking for x or y?
Student: x
ME:ok try again, so graph and what does x equal?
Student:3
ME:Awesome job KKKK! See you tomorrow!
Student: ok thx for the help and see you tomorrow.
Most students seemed to enjoy using the site as a way of communicating answers outside of class. Some comments I received were,· “I don’t have to wait for class for an answer”
· “If I miss a class and I can now just get my homework through Facebook”
And my favourite:
· “I enjoy the opportunity to be creative in math”
Some students, to my amazement, didn’t have Facebook. For these students, I allowed them to complete the assignment the traditional way; complete at home and hand in tomorrow.
How the students understood the concepts also amazed me! In all my math classes, we started having deeper discussions about the beauty of math. Just by having students write out their thought processes, brought in an entire new view of mathematics.
Even though I don’t use test scores as an indicator of understanding, their exam and quiz marks also increased. The exams I use were common, and all my class averages were 70%, 75%, and 85%. Not to be misleading, the third class was an advance placement class, so those marks are to be expected. Beyond the marks, the comments I heard in my class and on my course evaluation are what brought joy to my heart, here are some of them:
“I finally understand where math is in my life”
“I never thought math was this easy”
“I enjoy being able to try something and not lose marks if it is wrong”
Overall, this project was a great success! Facebook opened up discussions outside of class that I have never had before. I cannot wait to try and grow this project more.
