Catherine Hernandez
Software Assessment Unit 4, Week 7 
Q766 Technology Leadership
10/10/05, Anita Phipps

Assessment of the JASON Math Adventure: 
Geometry and the Return to the Titanic1

Overview: The JASON Project and the Math Adventure

The JASON Foundation for Education was founded in 1989 by scientist, explorer and discoverer, Dr. Robert D. Ballard. The intention of the JASON foundation is to share the thrill of discovery with others, and in particular to inspire and prepare young people to take on the challenges of our world. Whether to discover something new and develop new understandings of our planet, people and environment or to solve troubling problems that plague us, Dr. Ballard and the JASON Foundation find ways to engage students to enjoy and excel at science and math. 

The Math Adventure program is a series of multi-media lessons which present middle-school aged students with opportunities to explore math concepts in a practical, real-world, scientific setting. These programs are designed to be an enhancement to existing programs and instruction, as they are not a complete curriculum. The Math Adventure can be integrated with other JASON Math or Science Adventures, or can be used in conjunction with JASON Online or a JASON Expedition. 

The product being evaluated here is the JASON Math Adventure: Geometry and the Return to the Titanic. As you may be aware, Dr. Ballard and his crew discovered the location of the RMS Titanic in 1985. In 2004 there was a second expedition to the Titanic site, to remap the wreckage in order to determine what changes have occurred. This Math Adventure uses the work of the expedition to teach students geometry in a practical application. This analysis is based on the sample module available on the JASON website in which students are asked to use geometry to calculate the height at which the Remotely Operated Vehicle (ROV) should hover over the Titanic wreckage to take pictures for a photomosaic to be constructed.

Analysis: “Geometry and the Return to the Titanic” according to the 14 criterion described by Dr. Reeves.2   (Please note: Complete descriptions of the criterion, continuum definitions and original diagrams can be seen in Dr. Reeves’ article. The descriptions of how the JASON application fits on the continuum are my own analysis.)

1) Epistemology: The theory of the nature of knowledge
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Objectivism                                                                                                 Constructivism

The JASON Math Adventure is determined to have students discover mathematical principles within a specific scientific task to solve or understand a problem. While there is not an explicit notion that the knowledge or information presented is separate from the student, there is an overriding theme of student discovery. Students are expected to build on current knowledge through exploration. The epistemology of this program is more constructivist in nature.
                                         
2) Pedagogical philosophy: How closely learning is tied to the learner
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Instructivist                                                                                                      Constructivist

The pedagogical philosophy of this product seems to be primarily instructivist in nature. The goals and objectives for completing the assignment are predetermined, since there is a specific task to be completed. In the module reviewed for this analysis, accurate geometrical measurements are needed in order to decide at what height the ROV should “fly” over the Titanic wreckage. While the learner is not a “passive recipient of instruction”, they are not creating their own knowledge.

3) Underlying psychology: Shaping behaviors vs. shaping thoughts
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Behavioral                                                                                                              Cognitive                

The Math Adventure program employs methods that require complex thinking skills. There is an emphasis on “building mind models” rather than simply obtaining information and feeding it back. This program demonstrates a psychology that is highly cognitive.

4) Goal orientation: Clearly defined vs. Variable and less obvious
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Sharply focused                                                                                                    Unfocused

The nature of applied geometry and the practical application employed to teach these math skills is very focused, out of necessity. The goal of the tasks set for the student are explicitly defined, however, there is ample room for study and discussion about how these skills can be applied to other situations. In this case, the focused goals are essential to the purpose of the program, but do not limit students to thinking to only one set of terms.

5) Experiential value: Removed from Real World vs. Hands-on
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Abstract                                                                                                                  Concrete

This program is highly “hands-on”. Students learn by observing real-world examples and replicating them in the classroom. Since the presentation of the material is a multimedia format, while students cannot actually visit the Titanic, they are able to visually understand how these skills can be put to practical use.

6) Teacher role: Provider of Knowledge vs. Conduit for Knowledge
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Didactic                                                                                                                Facilitative

The teacher’s role with students in these activities is primarily facilitative. Most of the information comes from the program and teachers are given background and supplemental materials. The Math Adventure program is designed for students to explore and experience math “live”, teachers provide a supportive and guiding role.

7) Program flexibility: Rigid to adapt vs. Easy to adapt
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Teacher-Proof                                                                                            Easily Modifiable

The program itself is not modifiable and is certainly “teacher-proof” in that there are no parameters to set or applications that can “break”. However, thinking in terms of flexibility, there are a myriad of ways that the skills learned in this program can be expanded and explored outside of the program. Once the conversation of “how does geometry help us everyday” gets started, talented, creative teachers will take the opportunity to move math into practical and interdisciplinary realms. 

8) Value of errors
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Errorless Learning                                                                       Learning from Experience

The program does not limit or eliminate errors, but students are guided to correct solutions, since they are solving practical problems which might have real outcomes. Math Adventure is dependent on students experiencing the math in action, it teaches from experience. 

9) Motivation: How much is self motivation inspired by this tool?
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Extrinsic                                                                                                                    Intrinsic

Students who love math and science will certainly be motivated to use and explore the topics in the JASON Math Adventure. Many other students will be drawn into the subject because exciting, real world experiences are the basis for learning math. Clearly, the passion of the explorers at JASON is imparted to students in this program. There will always be some students who are not motivated to learn and it is hopeful that a clever presentation like this will draw them closer fountain of knowledge where they may just reach out for a sip. 

10) Accommodation of individual differences
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Non-existent                                                                                                     Multi-faceted

The multimedia presentation of this program serves students of many learning styles very well: visual, auditory, kinesthetic. 

11) Learner control: Rigid path/Few choices vs. Many paths/Many choices
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Non-existent                                                                                                       Unrestricted

The program is fairly structured as it takes students through the process of thinking about geometry and mapping the Titanic. There are few places where the learner can plot their own course through the material. However, since this program is designed around many experiential elements, the learner remains engaged. There are rigid goals and little learner control, but in this case those elements work to strengthen the program’s effectiveness.

12) User activity: Locating content vs. Creating content/knowledge
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Mathemagenic                                                                                                      Generative

Students are not engaging with the Math Adventure program to create new knowledge. Rather, they are learning new thinking and problem solving skills by applying principles and knowledge presented to them. The user has a great deal of activity with this program, but they are not creating something new, as much as they are applying what they are being presented.

13) Cooperative learning: Individual learning vs. Shared/Team learning
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Unsupported                                                                                                              Integral

The activities in this program are very effectively applied to learning teams. Students working together can measure and analyze data and discuss how the methods are applied to situations. 

14) Cultural sensitivity: How well are diverse backgrounds accommodated?
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Non-existent                                                                                                              Integral

The Math Adventure is neutral in terms of sensitivity to diverse backgrounds. I did not observe any bias or preference in any direction. I did not feel that the program was exceptionally good or bad on this matter.

Recommendation/Conclusion:

I have been a fan of the JASON programs and expeditions for several years, because I enjoy the enthusiasm that Dr. Ballard and his crew exude. I have never before had a reason to consider one of these programs for its effectiveness and appropriateness to teaching and learning. After studying the module for “Geometry and the Return to the Titanic”, I would be thrilled to have an opportunity to pilot this program.  There are many rich learning possibilities wrapped up in this program and the topic of study is very compelling. After reviewing the application in light of Reeves’ evaluation criterion, I am confident that this will be an enriching experience for both students and teachers. 

Notes:
1 The JASON Project:
http://www.jasonproject.org/
http://www.jasonproject.org/jason_math/overview.htm
http://www.jasonproject.org/jason_math/math_adv/geometry.htm

2 “Evaluating What Really Matters in Computer-Based Education” by Dr. Tom Reeves
http://www.educationau.edu.au/archives/cp/reeves.htm