Using the TIP model: Integrate DESMOS in an investigation of trig transformations

This blog post looks at using the Technology Integration Planning (TIP) model to incorporate ICT into a lesson plan . The lesson examined is a Year 11 Mathematical Methods lesson on Transformations of Trigonometric Functions which is in Topic 3 of Unit 2 (QCAA,2018). The lesson plan with technology integration can be see in the Week 2 post. The lesson outline and worksheet distributed via OneNote are below.

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TIP Model: Phase 1

Analysis of teaching and learning needs

To ascertain learning needs, we need to look at the syllabus outcomes:

Relevant syllabus outcomes from Unit 2 Topic 3 of the Mathematical Methods Syllabus (QCAA, 2018)

Students need to develop an understanding of the shape of sine, cosine, and tangent graphs, and how the various parameters, detailed above, transform the basic sine and cosine graphs. This can be achieved through the use of dynamic graphing software, Desmos. Technology integration is necessary since the syllabus specifically requires that students investigate these concepts using technology.

Desmos, can be used to investigate the transformations of trigonometric functions, with sliders creating virtually manipuable graphs. Students can use sliders to conduct an investigation and construct their own knowledge using an inquiry approach (Goos, 2017).

Is there a relative advantage?

There are significant relative advantages to using Desmos. Firstly, the use of graphing software removes time-consuming, laborious aspects, allowing students to focus on the complex concepts being developed. Secondly, abstract concepts become more tangible through the use of virtual manipuables (Bower, 2017; Jonassen as cited in Kearney & Nielsen, 2019; Roblyer & Doering, 2014). There are no fiscal costs involved in using this technology since Desmos is free, and students already have access to personal laptops. The possible downside of this approach is that students have the opportunity to become distracted through misuse of their device. Teachers need to be careful to monitor student laptop usage to ensure their safe and ethical use. In this case, Desmos is a good solution with the benefits outweighing the potential drawbacks.

Assess Tech-PACK

My content, pedagogical, and technological knowledges are all of a level that I feel comfortable delivering this lesson. The weakest area out of these would be technological knowledge, however, I have used and experimented with using DESMOS often over the 2020 school year and now have sufficient knowledge to support my students in this investigation.

TIP Model: Phase 2

Planning for Integration

The objective for integrating technology in this lesson is for students to create deep connections and understanding of the concepts by constructing their understandings. Students will observe how the trigonometric functions change as the parameters are manipulated in real-time, describing these changes, generalising from their observations to construct the rules. Students' success at discovering these rules will be measured by their written product.

Following the inquiry, guided questioning will be used to lead a class discussion to check the knowledge that the students have constructed. A summary of concepts is then provided via OneNote. The lesson concludes with a Kahoot! (Samhunter, 2017) a gamified formative assessment (Cassie, 2016; Roblyer & Doering, 2014).