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Ms. Cramer’s Classroom Edit display name

  • Claremont Academy
  • Worcester, MA
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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With these Chromebooks, my students would have access to a wide range of tools that would allow them to more deeply interact with and understand different mathematical concepts. One of my favorite aspects of teaching Geometry is how accessible the curriculum is to students because the majority of the concepts are highly visual. Students who claim to hate math and students who have lower English proficiency levels find that they can more easily understand and actually enjoy Geometry because they can see the math take place as they literally draw polygons, measure angles, calculate volume, and more. However, it is not so easy to draw a 20-sided polygon, compare the surface areas of two buildings in our community, or experiment with different sets of triangle lengths to prove congruence completely by hand. Chromebooks offer a rich extension to the hands-on mathematical discoveries my students usually engage in, for online interactive programs, such as those offered through Desmos and the National Council of Teachers of Mathematics, provide fewer constraints and increased precision. The competition for the limited number of computers in our school is intense. Our school is now 20% beyond capacity, and each year standardized testing requires more and more computer time. The time we once used for educational exploration on the computers is now devoted to the MAP, Accuplacer, ACCESS, and MCAS tests. Because of this, I and other teachers on the 9th and 10th grade team here at our school are each asking for Chromebooks so that we can share them between our ten classrooms.

About my class

With these Chromebooks, my students would have access to a wide range of tools that would allow them to more deeply interact with and understand different mathematical concepts. One of my favorite aspects of teaching Geometry is how accessible the curriculum is to students because the majority of the concepts are highly visual. Students who claim to hate math and students who have lower English proficiency levels find that they can more easily understand and actually enjoy Geometry because they can see the math take place as they literally draw polygons, measure angles, calculate volume, and more. However, it is not so easy to draw a 20-sided polygon, compare the surface areas of two buildings in our community, or experiment with different sets of triangle lengths to prove congruence completely by hand. Chromebooks offer a rich extension to the hands-on mathematical discoveries my students usually engage in, for online interactive programs, such as those offered through Desmos and the National Council of Teachers of Mathematics, provide fewer constraints and increased precision. The competition for the limited number of computers in our school is intense. Our school is now 20% beyond capacity, and each year standardized testing requires more and more computer time. The time we once used for educational exploration on the computers is now devoted to the MAP, Accuplacer, ACCESS, and MCAS tests. Because of this, I and other teachers on the 9th and 10th grade team here at our school are each asking for Chromebooks so that we can share them between our ten classrooms.

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