Webinar:
Math
Intro
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Best Practice #1 — Math Vocabulary in Action
Select key math terms and create sample comics that personify them using the comic maker—such as depicting “Slope” climbing a hill or “Radius” measuring a circle’s edge. Provide a word bank and sentence starters andd have students work individually or in pairs to create their own comics featuring at least one personified math term applied in a math problem or real-world context. See the handout for instructions, activity variations, and differentiation strategies.
Best Practice #2 — Math Error Detective
Select common math errors and create an example comic using the comic maker where one character makes a mistake and another character identifies and corrects it. Have students create comics featuring a character making a common math error and another character explaining and correcting it through dialogue or thought bubbles. See the handout for instructions, activity variations, and differentiation strategies.
Best Practice #3 — Alternative Solutions Pathways
Select a math problem that can be solved using various methods and create an example comic, featuring two characters who solve the problem differently, with thought bubbles explaining their reasoning. Review the concept with students, then have them create their own comics, ensuring each includes at least two characters solving the same problem using distinct methods, and comparing their strategies. See the handout for instructions, activity variations, and differentiation strategies.
Recap
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Associated Research
Cabrera, P.S., Castillo, L., González, P., Quiñonez, A.L., & Ochoa, C.G. (2018). The Impact Of Using Pixton For Teaching Grammar And Vocabulary In The EFL Ecuadorian Context. Teaching English with Technology, 18, 53-76.
Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the common core: Meta-analysis and meta-synthesis. The Elementary School Journal, 115(4), 498-522.
Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and structured peer interaction. British Journal of Educational Psychology, 71(2), 261-282.
