Graphic Organizers in Math

 Throughout our blog assignment in this course, we decided to stay within the realm of quadratic functions and their applications.  The three vocabulary words we selected were parabola, factoring, and projectile.  We selected parabola because it is one of the more unique and specialized words in this unit, and it is generally a brand new vocabulary word for students.  It is a crucial piece of quadratics and understanding this word will be very important down the line.  Factoring is another word we chose, mostly because of confusion that can surround this word.  I have noticed a lot of students are somewhat familiar with what a “factor” is, but get confused when they hear the word “factoring.”  This word could benefit from some further study to help break down this confusion for students and solidify their understanding.  Similar to factoring, projectile motion is generally somewhat familiar to students, but they lack a more detailed understanding of this term and its applications and implications in the quadratic function family. 

To study vocabulary, graphic organizers are very helpful in mathematics.  It allows the opportunity for students to store information in all different medias, like words and pictures, in one place so that their understanding of the selected word is intensified.  One of the most popular graphic organizers I have seen is the Frayer model.  This includes an almost web-type model with the vocabulary word in the center and sections surrounding it including the definition, characteristics, examples, and non-examples.  This is a great way for students to organize higher order information about a topic in an easy to use organizer that deepens understanding both during the creation process, and studying it afterwards.  Another type of organizer is a semantic map.  This is a web that has a central idea, like a vocabulary word, with multiple branches for information relating to that word (McLaughlin, 2015).  Another useful graphic organizer could be a concept of definition map.  This is another web-type organizer with a central idea.  This organizer is designed to help students make connections with their prior knowledge (McLaughlin, 2015).  This web has a central idea with clusters of branches with headings like “what is it?” or “what are key features?”  These kinds of organizers can also aide students in determining important information from a source, which is definitely an important skill, if not one of the most important literacy skills.

For my post, I decided to detail the Frayer model method.   In mathematics, this model has some especially useful features that will help students understanding of the concept. The purpose of this organizer is to allow students to organize specific information in a way that is clear, neat, and useful.  The Frayer model has the potential to also become a powerful study tool due to the density of highly potent information is a seemingly simple set up.  The model is not only clear and concise for readability and simplicity, but the portions included demand that students think deeper about the topic, therefor, improving comprehension and understanding.  Another huge benefit is the inclusion of examples and non-examples.  At least in Maryland or other locations where Algebra 1 students must take the PARCC exam, knowledge of non-examples is very valuable.  On open-ended questions on the PARCC where students are asked to “justify” their answer, an acceptable justification is an example and non-example explanation.  By using this model and focusing on the understanding of a concept via example/non-example, we are better preparing students fro this state exam by filling their toolbox with this method of thinking.  I think this is an awesome connection and a useful piece of information for mathematics teachers in Maryland.  Overall, I think this method has many benefits, and I have actually already been using this model on my classes today.  The students definitely tend to enjoy completing these and they are left with a valuable study tool afterwards. Like most graphic organizers in math, it is not only an educational process of completing them and filling out the sections, but it also creates a new summarized resource for students to looks back to.  That skill of not only creating their own study resources (notes) but also going back to them in times of need is a highly important skill needing to be developed and graphic organizers provide a great method to do so.

I have included the Frayer model that I created here:

McLaughlin, M. (2015). Content area reading: Teaching and learning for college and career readiness (2nd ed.). Pearson.