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Digital Technologies in the Mathematics Curriculum

Digital Technologies in the Mathematics Curriculum. Eastern Illinois University The 52nd Annual Conference on the Teaching of Mathematics April 7, 2009 Kathryn G. Shafer (BSU) kgshafer@bsu.edu. Outline. Showcase many different technologies Geometer’s Sketchpad / GeoGebra

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Digital Technologies in the Mathematics Curriculum

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  1. Digital Technologies in the Mathematics Curriculum • Eastern Illinois University • The 52nd Annual Conference on the Teaching of Mathematics • April 7, 2009 • Kathryn G. Shafer (BSU) • kgshafer@bsu.edu

  2. Outline • Showcase many different technologies • Geometer’s Sketchpad / GeoGebra • Excel / Fathom / TI-Connect • Logo / Scratch • Fathom again • Blogs • Jing / Camtasia / SnapzPro

  3. Background • MS and HS Teacher 1984 onward • Geometer’s Sketchpad - 1993 • Fathom - 2002 • Research on TPACK

  4. Questions to Self • How do I use technology? • How do my students use technology? • What questions should I be asking?

  5. TFQETechnology as Facilitator of Quality Education • Active Involvement • Patterns and Connections • Informal Learning • Direct Experience • Compelling Situation • Reflection • Frequent Feedback • Enjoyable setting www.intime.uni.edu/model/modelarticle.html

  6. Type I Lesson • The teacher seeks to simplify the investigation by choosing a particular object or set of objects and method of investigation that leads students to notice a particular mathematical relationship. • All students proceed through the lesson in the same way, if all goes well, reach the same conclusions. Rebecca McGraw and Maureen Grant

  7. Type II Lesson • The teacher seeks to complexify the investigation by choosing a range of objects in which are imbedded multiple and overlapping relationships. • Students do the simplifying as part of the investigation. Rebecca McGraw and Maureen Grant

  8. Instructional Goal: Geometry Vocabulary • MATHS 360: Geometer’s Sketchpad Vocabulary Project • Import clip art or photos into GSP, illustrate and describe or define basic terms • Student A: Brittany • Student B: David

  9. Type I or II • What do you think?

  10. Instructional Goal: Geometry (Type I use) • MATHS 202: GeoGebra Vocabulary Project & Triangle Centers Project • Graph each of the four centers, describe the construction, create a word problem that is appropriate to this center. • Student A: Michael • Student B: Caley

  11. Type I or II? • What do you think?

  12. Type I or II? • Students used GeoGebra to discover properties of quadrilaterals • Some Students used GeoGebra to illustrate tessellations

  13. Your Turn: • We will investigate with GSP... • Fencing Elephants with GSP • Fencing Elephants worksheet • Fencing Elephants teacher notes

  14. Instructional Goal:Data Displays (Type II) • MATHS 202: Data display and Analysis Project (Excel, Fathom, TI-Connect) • Find your own data, create a graph and provide the reader with an analysis. • Student A: Curt (2) • Student B: Jessica (2) • Student C: Samantha (1)

  15. FATHOM Type II • Importing Data from the Internet for investigation by dragging the url. • Show help movie from program • Create and administer a survey from Fathom. • Show two files from summer course

  16. Your Turn: • Caution to MacBook users about data analysis tool pack – it is missing on 08 version

  17. Good Ol Logo • Discover the exterior angle of a polygon • Discover the sum of the exterior angles of a polygon is 360 degrees • Discover the coordinate system imbedded in the plane

  18. Type II (or I?)Logo Cities: Casey http://web.me.com/kathryn.shafer/Site_5/Logo_2009.html

  19. Video • Good uses of video • Coral • Math Train (Mr. Marcos) • Not so good uses of video (person at whiteboard)

  20. Your Turn • Who wants to make a video with Jing or SnapzPro with SCRATCH or LOGO?

  21. Instructional Goal: Communication • MATHS 641: The role of technology • Student A: Liz • Student B: Jill • Teacher C: Kathy • Communicated through teachers Blog’s on blogspot.com

  22. And now for some theory: TPACK TPACK is the knowledge a teacher possesses at the intersection of TECHNOLOGY, CONTENT AND PEDAGOGY

  23. Thank You! • Comments - • Questions - • kgshafer@bsu.edu

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