Browsing by Author "Francis-Poscente, Krista"

Now showing 1 - 6 of 6
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    Catch Billy Miner
    (2013) Pasanen, Trevor; Francis-Poscente, Krista
    Are you looking for fresh ideas to challenge your students? Catch Billy Miner is a great game to play in class. We call this game unfair because there is a way to always win. By always winning you can have some fun with your students demonstrating your exceptional skills at game play. Once your students learn the winning strategy, they will have gained skills in solving problems with numbers and patterns.
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    Catch Billy Minor
    (Delta-K, 2013-06) Trevor Pasanen; Francis-Poscente, Krista
    Are you looking for fresh ideas for challenging your students? Catch Billy Miner is a great game that you can play in class. We call this game unfair because there is a way to always win. By always winning you can have some fun with your students demonstrating your exceptional skills at game play. This game is suitable for many ages, but we focused this article for Grades 4-6. Once your students learn the winning strategy, they will have gained skills learning how to solve a problem with number and pattern.
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    Irritating Things
    (2011) Francis-Poscente, Krista; Friesen, Sharon; Pasanen, Trevor
    Beading with numbers can be an exciting way to engage children’s mathematical thinking and develop their proficiency with addition. In this paper, we will explore a hands-on problem, Irritating Things (GENA, 2009), which combines color coding with integers from 0-9, to create colourful beaded bracelets. In solving this problem, students will use logical thinking and addition to translate the numbers into beads. The patterns and relationships in this problem can be represented and described with words, tables, numbers and bracelets. The multiple representations will help students organize and communicate their ideas. By working with multiple representations, students will gain flexibility in their thinking and further develop their proficiency with addition. The problem has multiple solutions enabling them to experience numerous ways to solve a problem. Working with problems with multiple solutions and representations give students opportunities to discuss and learn each others’ problems solving strategies and solution. This may help them gain deeper understanding of addition, pattern and their own reasoning ability. Irritating Things easily lends itself to differentiated instruction, providing all students opportunities for success and challenges.
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    Lego robotics teacher professional learning
    (2013-02) Francis-Poscente, Krista; Davis, Brent
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    Qué, cómo y por qué: una conversación internacional sobre el aprendizaje de profesores de matemáticas
    (Esau Tenoch Cedillo Avalos, Rector (UPN), 2014-12) Solares Rojas, Armando; Preciado Babb, Armando Paulino; Francis-Poscente, Krista
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    We are not numbers: The use of identification codes in online learning
    (Journal of Distance Education, 2012) Francis-Poscente, Krista; Moisey, Susan Darlene
    This paper discusses students’ experiences with the use of identification codes in a graduate course delivered asynchronously via the Internet. While teaching an introductory masters level graduate course in distance learning, the authors discovered that the learning management system, Moodle, was programmed to display identification codes rather than student names when in the Student View mode. Consequently, when students participated in Computer-Mediated Communication (CMC) text discussions, their posts were attributed to their computer-generated IDs. Investigation into the identification protocol revealed that the institution had adopted a policy of using identification codes to comply with Alberta’s Freedom of Information and Protection of Privacy (FOIP) Act. We wondered what it meant to graduate students to be identified by a computer generated code rather than by name. In the context of an asynchronous CMC discussion forum, we asked how the use of an identification code affected students’ sense of identity within the online learning environment. Analysis of their responses revealed categories relating to personal identity (depersonalization and anonymity), social identity (community, learning, and engagement), and questions concerning suitable names for identification purposes. Most learners felt strongly that they should not be known through a numeric code and that their name was more personable.