Making Math Success Happen

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Making Math Success Happen. The Best of Learning and Leading With Technology on Mathematics Ivan W. Baugh Anne Raymond ISTE Publications. Making Math Success Happen closely examines the use of technology in the teaching of mathematics BEYOND USING A GRAPHING CALCULATOR. - PowerPoint PPT Presentation


<ul><li><p>Making Math Success HappenThe Best of Learning and Leading With Technology on MathematicsIvan W. BaughAnne RaymondISTE Publications</p></li><li><p>Making Math Success Happen closely examines the use of technology in the teaching of mathematics BEYOND USING A GRAPHING CALCULATOR.</p></li><li><p>The text is organized around the NCTM Standards:Process StandardsCommunication: Do mathematicians communicate?Connections: Does mathematics relate to other curriculum content?Problem Solving: Why is everything in mathematics a problem?Reasoning and Proof: Are the results really evident?Representation: Are pictures worth a thousand words?</p></li><li><p>And the NCTM Technology Principle: Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning.As essential tools for teaching and learning, calculators and computers: provide visual images of mathematical ideas facilitate organizing compute efficiently and accuratelyFurther, when such tools are available students can focus more on mathematical process, such as decision making, reasoning and problem solving.</p></li><li><p>And the ISTE Technology Standards for students which are centered around the six categories:Basic operations and conceptsSocial, ethical, and human isuesTechnology productivity toolsTechnology communications tools Technology research toolsTechnology problem-solving and decision-making tools</p></li><li><p>And the ISTE Technology Standards for teachers which are centered around the six categories:Technology operations and conceptsPlanning and designing learning environments and experiencesTeaching, learning, and the curriculumAssessment and evaluationProductivity and professional practiceSocial, ethical, legal, and human issues</p></li><li><p>It is particularly important to ponder these issues when planning lessons that integrate technology into the mathematics pedagogy because appropriate technology should be a TOOL that encourages discourse and establishes an engaging learning environment.</p></li><li><p>When students engage in mathematical problem solving, particularly when using technology as a tool for solving problems, they become mathematically empowered and gain a confidence that students may never achieve in a traditional mathematics classroom.</p></li><li><p>This will require a significant philosophical change for many mathematics educators. They must stop teaching as they were taught and start teaching in a manner that enables students to master the concepts.</p></li><li><p>Text Layout:Conversation: Ann and Ivan introduce each NCTM standardTheory into Practice: Ideas for incorporating the standardInsight: Reflections on the standardArticles: Field tested activities/lessons </p></li><li><p>Chapter 1: CommunicationPictures express more than a thousand wordsNETS Communication Standard 4 Technology Communication tools: Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiencesStudents use a variety of media and formats to communicate information and ideas effectively to multiple audiences</p></li><li><p>Assigned ReadingsNCTM Conference Anyone interested?</p></li><li><p>NCTM Position Paper Technology in the Learning and Teaching of Mathematics</p><p>Technology is an essential tool for teaching and learning mathematics effectively: it extends the mathematics that can be taught and enhances students learningTeachers must be prepared to serve as knowledgeable decision makers in determining when and how their students can use these tools most effectivelyExamples:Square rootsLogsFactoring</p></li><li><p>NCTM Position Paper Calculators in the Education of YouthNCTM recommends the integration of calculators into the school mathematics program AT ALL GRADE LEVELSSkill in estimation, both numerical and graphical, and the ability to determine if a solution is reasonable are essential elements for the effective use of calculators</p></li><li><p>In-Class ActivityBottles and BeyondSkillsMeasurementGraphingDrawingSoftwareMS DrawMS Excel</p></li><li><p>SummaryInsert your lesson planExpansions:Hot tub graphsPopcorn graphsAs the caterpillar crawlsMatch the graph Student generated dataAssignment from the handout</p></li><li><p>Additional ActivitiesThe Spreadsheet Absolutely ElementaryOffers ideas for enhancing spreadsheet presentationsJournaling with a DatabaseOffers ideas for writing journalsTeaching Students to Communicate MathematicallyOffers organizational techniques for mathematics communicationsANY OF THESE MAY BE USED AS A GUIDE FOR YOUR END OF SEMESTER PROJECT</p></li><li><p>Chapter 2 - ConnectionsMathematicians turned artist:Lewis Carroll Alice in WonderlandArt Garfunkel Simon and GarfunkelArtists turned mathematicians:M.C. Escher geometric drawingsBenjamin Bennaker architech of Washington D.C. </p></li><li><p>NCTM Standard - Connections Instructional program from pre-kindergarten through grade 12 should enable all students to:Recognize and use connections among mathematical idesaUnderstand how mathematical ideas interconnect and build on one another Recognize and apply mathematics in contexts outside of mathematics (commonly overlooked!)</p></li><li><p>NETS Standard Technology Research ToolsStudents use technology to locate, evaluate and collect information from a variety of sources (web searching techniques to be discussed later)Students use technology tools to process data and report resultsStudents evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks</p></li><li><p>NOWHERE does the math content become secondary rather through making connections while learning skills, students associate the skills with daily life and better internalize them for future use</p></li><li><p>Assigned ReadingISTE</p><p></p></li><li><p>Activity State RepresentativesSkills:Collect data from the WWW in ExcelAnalyze results in writingSoftwareWWWMS ExcelMS Word</p></li><li><p>SummaryInsert your lesson planExpansions:Search for any other allocation methods Which method(s) work best for your home state?Increase/decrease the population of your home state and examine the effect on the allocation to the remaining states.</p></li><li><p>ActivityLeonards ProportionsSkills:MeasurementData entryFormulas proportionsSoftware:MS ExcelStudent Data Sheet</p></li><li><p>SummaryInsert your lesson planExpansions:Search for additional data on the golden section (AKA The golden ration or the golden number) Search for a biography of Leonardo Da Vinci (a good resource for the History of Math course)Applications of the golden ration in Geometry (to be explored later using different software)</p></li><li><p>Chapter 3 Problem SolvingCalls for reform repeatedly include the need to improve the teaching and learning of mathematics by engaging students in more problem-solving tasks</p></li><li><p>George PolyaUnderstand the problemExamine the information, Identify the questionDevise a PlanMake a list, Draw a picture, Guess and checkCarry out the planModify as neededLook backMake sure the answer is reasonable</p></li><li><p>NCTM StandardBuild new mathematical knowledge through problem solvingSolve problems that arise in mathematics and other contextsApply and adapt a variety of appropriate strategies to solve problemsMonitor and reflect on the process of mathematical problem solving</p></li><li><p>NET-S StandardStudents use technology resources for solving problems and making informed decisionsStudents employ technology in the development of strategies for solving problems in the real world</p></li><li><p>Two important issuesVia technology, problem solving can focus on more real-life issues and on the process of problem solvingrather than the complicated mathematical computations. </p><p>Rather than teaching students about problem solving, educators need to think about teaching students via problem solving. (Masingila, Lester, and aymond, 2001)</p></li><li><p>Guess and Check MethodPage 79 of the text Problems on ticket sales and temperature conversionUsing the spread sheet page 79 of textUsing a sequence and list on TI 83Using y-variables on TI 83</p><p>ISTE International Society for Technology in Education</p></li></ul>