Six Knowledge domains

for math & technology
Revised 10.20.01

Overview

11.8.01 Note: Only resources and personalizing curriculum are active at this time.

Overview
Six Knowledge Domains for the Effective use of Technology in the teaching of Mathematics

The main pillars of the CIESE(Center for Improved Engineering & Science Education at Stevens Institute of Technology) teacher professional development model are the six areas of "knowl how" that empower teachers to successfully implement technology in their classrooms. This page offers an overview of the these domains. The menu on the left provides a venue to some examples. As of 10.20.01, only the resources and Personalizing the Curriiculum links are active. (The others will become available in the near future.)

Knowing about & how to use Resources - Ability to use and access resources such as computers, software, calculators, hand-held devices, and the Internet. This is the part that teachers like the best, not only because it offers them a knowledge base of what they can do with students, but it also enhances their personal and professional understanding of important aspects of our modern world. Becoming e-mail proficient offers opportunities for gaining confidence in using the technology, while the World Wide Web offers unlimited possibilities for classroom resources. In the resource pages teachers can explore a core of tool software programs that are judged to be versatile, rich, and which enhance opportunities of effective inquiry teaching and learning. Software packages include: Geometer's Sketchpad (geometry), spreadsheet programs, Tabletop (data analysis), Green Globs, and Microworlds Pro. Graphing calculators and computer based labs (CBLs) will offer an alternative approach to teaching algebra. Internet applications that help teachers find interesting projects as an example of real-data analysis.

Creating Learning Environments - While learning about software and other technologies, teachers need to think ahead to adapt their classroom environment to accommodate these new resources and facilitate their experimentation in the classroom. Some common approaches include:

Using projection tablet to lead a discussion.
Students work in a computer lab-at least one computer per two students. One computer for each student is advantageous for learning computer skills, but two students to a computer is optimal for solving mathematics problems.
Four to five computers are available in a classroom. An effective strategy for working in this classroom lab environment is to have groups of students work on problems where the computer is just one of the tools that students can access.

Deepening Mathematical Understanding - The use of various technologies offers opportunites for teachers to explore topics in more depth. For example, middle school teachers can review and strengthen their understanding of algebra by learning using the Green Globs program. Though their students may only use it to investigate linear relationships, the teachers can learn about and offer more complex functions as a challenge to the students because the technology makes these ideas more comprehensible for students. High school teachers discover new approaches to solving geometry problems using the Geometer's Sketchpad and adopt alternative and interesting classroom strategies.

Developing Teaching Strategies - Using computers and calculators challenges teachers to reflect on how they should teach in these new environments in order to encourage active learning. Here teachers add new roles to their repertoire. They become coaches, resource managers, master learners, discussion leaders, and observe/evaluators and will continue to refine their didactic strategies.

Personalizing the Curriculum - Since the textbook defines the curriculum for most teachers, the adoption of technology encourages them to modify and replace lessons from their text with more interesting technology based lessons. In this way, teachers are taking an more active role in modifying, directing, and personalizing the content of the curriculum.

Developing Assessment Strategies - With the introduction of an innovation, it is important to be able to ask and answer the question, "How are we doing?" both from a teaching and learning perspective. For example, teachers and students can be encouraged to share what they have learned by exhibiting their knowledge to their classmates and the larger community. Students and teachers may, over time, develop a portfolio of their accomplishments.