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Pam Buffington, EDC Andee Rubin, TERC

Pam Buffington, EDC Andee Rubin, TERC. Lenses on Technology: Developing an Informed Eye on Digital Math Tools . Session Introduction ( 5 minutes ) P erspectives on digital tools G uiding questions Six d igital tools to exemplify guiding questions (10 minutes ea.)

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Pam Buffington, EDC Andee Rubin, TERC

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  1. Pam Buffington, EDC Andee Rubin, TERC Lenses on Technology: Developing an Informed Eye on Digital Math Tools

  2. Session Introduction (5 minutes) Perspectives on digital tools Guiding questions Six digital tools to exemplify guiding questions (10 minutes ea.) Open discussion (20 minutes) Conclusion (5 minutes) Agenda

  3. Digital tools do not work in a vacuum, on their own Digital tools must always be considered in the context of: Curriculum The classroom context The teacher’s role (and, thus, professional development) Our Perspective on Digital Tools

  4. Not all digital tools are created equal What are the important questions for educational leaders to ask in making decisions about the integration of digital tools into math classrooms? DigitalTools for Mathematics Learning & Teaching

  5. How does the tool support students’ engagement in the Common Core math practices? a variety of student strengths and approaches students’ communication with the teacher and their peers? the teacher’s ability to create a classroom community that values and encourages mathematical reasoning? Guiding Questions

  6. Graphing calculator: in-browser, interactive, free, connected to global community of users, numerous support resources provided, free iPad app Desmos Website https://www.desmos.com Modeling Example DemoTeacher Graphing Simulation Carnival Desmos Graphing Calculator

  7. What level of cognition is the learner engaged in while using the tool? Does the tool engage learners in higher order thinking skills? Does the tool engage learners in skills critical to meet the standards of mathematical practice? Questions to Consider

  8. GeoGebra:visual, interactive, open source mathematics software [CC license] Combines geometry, algebra, calculus Graphing, Constructions, Statistics Computer Algebra System (CAS) Applets / GeoGebraTube1234 International support community, Help resources GeoGebra

  9. How does the tool support students’ learning styles? Visual – pictures, diagrams, flow charts, time lines, interactive, and demonstrations. Verbal – words and symbols --written and spoken Linked representations Questions to Consider

  10. Presentation, design, screencasting, and interactive whiteboard tool Annotate, animate, narrate, import, and export Worked Examples Create, explain Fully, partially, with errors, peers Explain Everything

  11. How does the tool support the development of mathematical communication? Explanation Student to student dialogue Making thinking more explicit Questions to Consider

  12. A tablet-based system for upper elementary students, comprising a set of representational tools for multiplication and division and tools to support teachers in conducting conversations around student work. Classroom Learning Partner (CLP)

  13. How does CLP support a variety of student approaches and representations? How does CLP support the teacher in leading productive mathematical discussions? CLP: Questions to Consider

  14. A data visualization and statistical simulation tool for middle and high school students, based on extensive research into statistical reasoning. Students can analyze their own data, data that comes with the tool or data imported from other sources. Tinkerplots demo movie TinkerPlots

  15. How does the tool support a variety of student approaches and representations? How does the tool support students in communicating about their reasoning? TinkerPlots: Questions to Consider

  16. Extending SimCalc, a ground-breaking project to “democratize the math of change.” A curriculum with embedded tools with material on algebra, the math of change and geometry Makes extensive use of multiple linked representations Cornerstone demo Cornerstone Math(s)

  17. How does the tool help students see connections among different representations? How do the tool and the curriculum work together? Cornerstone: Questions to Consider

  18. How does the tool support students’ engagement in the Common Core math practices? a variety of student strengths and approaches students’ communication with the teacher and their peers? the teacher’s ability to create a classroom community that values and encourages mathematical reasoning? Guiding Questions, reiterated

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