a look into the history of mathematics
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A WebQuest for 9th Grade Geometry
Designed by
Tyler [email protected]
Based on a template from The WebQuest Page
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You each have something in common with some of the most important figures in the history of mathematics, a name. At the beginning of the semester, you all were assigned a name of a philosopher or mathematician that made some important discoveries that shaped mathematics (and life) as we know it today. Without these historical heroes, the world would be a drastically different place.
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Now that the semester has progressed, it’s time to identify this person and how their contributions changed mathematics! It’s up to you to bring these heroes back to life and inform your classmates on not only who these people were, but how they shaped the practice of mathematics as we know it today. You will be using the Internet as your tool to uncover information about your assigned mathematician, and then you will present your findings to the class using the method of your choice (speech, PowerPoint presentation, or song). You must have one graphic organize a part of your presentation.
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ResearchTo accomplish this task, we must first begin by doing some research. Using the websites provided, research your assigned mathematician. Since you will be presenting your findings on the history of this person answer questions such as these:Where did this person grow up and live?When were they born? When did they die?What level of education did they receive? Did they go to college?What notable discoveries did this person have?How could the time frame they lived in shape their discoveries?What practical applications do these discoveries have today? How would the world be a different place without this person?This is just a general list of questions: you do not need to answer all these questions, but you are encouraged to ask yourself other questions not on this list. Remember, it is up to you to bring this character to life! Here is the list of websites you are to use:http://fabpedigree.com/james/mathmen.htm#tophttp://www.buzzle.com/articles/famous-women-mathematicians.htmlhttp://personal.ashland.edu/~dwick/courses/history/math_bios.pdfhttp://www.maths.tcd.ie/pub/HistMath/People/RBallHist.html Now that you have done your research and gathered your information, choose how you can best present this to your classmates. Remember, you want to educate your peers on the history of this person. Therefore, choose the method of presentation that best suits you. Some examples could be writing a song, giving a speech, teaching a lesson as your individual, presenting a PowerPoint presentation, filming a skit, etc. When you choose a method, verify your choice with me. You can find a rubric on the Evaluation page. After this present your findings to the class!
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CATEGORY 4 3 2 1Presentation Information is very
organized and well-presented and held the attention of the class.
Information is organized and well-presented.
Information is organized, but could have been better presented.
The information appears to be disorganized.
Internet Use Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.
Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.
Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.
Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Amount of Information
All topics are addressed and provided additional information that gave a good background.
All topics are addressed and a good background was given.
All topics are addressed, but the history could have been more complete.
One or more topics were not addressed.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main topic. No details and/or examples are given.
Information has little or nothing to do with the main topic.
Graphic Organizer Graphic organizer or outline has been completed and shows clear, logical relationships between all topics and subtopics.
Graphic organizer or outline has been completed and shows clear, logical relationships between most topics and subtopics.
Graphic organizer or outline has been started and includes some topics and subtopics.
Graphic organizer or outline has not been attempted.
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Congratulations! You are finished with your webquest! Not only that, but you have gained insight into the history of great mathematicians of the past. What’s important to note is that the mathematics that has constructed the world we live in today did not happen by itself, it has been discovered by people like you and I. So, will you be the next great mathematician?
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For this WebQuest, I used these websites for the research information for students:http://fabpedigree.com/james/mathmen.htm#tophttp://www.buzzle.com/articles/famous-women-mathematicians.htmlhttp://personal.ashland.edu/~dwick/courses/history/math_bios.pdfhttp://www.maths.tcd.ie/pub/HistMath/People/RBallHist.html
I used this website for the pictures:http://fabpedigree.com/james/mathmen.htm#top
I also used The WebQuest Page for information about the WebQuest and The WebQuest Slideshare Group to host my WebQuest.
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A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name HerePut Your E-mail Address Here
Based on a template from The WebQuest Page
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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.
In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.
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Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.
Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.
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Mathematics Standards Addressed
•Interpret expressions that represent a quantity in terms of its context.•Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
Much of the standards implied in this WebQuest stem from students discovering what their mathematician attributed to the subject area. Further, there is much inference-making and organization a part of this WebQuest that strengthens students skill sets.
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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?
If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?
If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.
VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.
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Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.
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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.
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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
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