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ICME: Participants in Working Group
Posted:
Jun 19, 1995 6:16 PM


I'm posting this information for Al Cuoco. Any requests for further information should go to him at alcuoco@edc.org
michelle ************************************************************
ICME 1996 Working Group 15 The impact of technology on the mathematics curriculum.
Chief Organizer: Michal Yerushalmy: yerushmi@hugse1.harvard.edu
Subgroups Organizers: Dan Chazan: dchazan@msu.edu Al Cuoco: alcuoco@edc.org Koeno Gravemeyer: koeno@fi.ruu.nl
Advisory panel: Al Cuoco alcuoco@edc.org John Monaghan J.D.Monaghan@leeds.ac.uk
Technology is currently central in many of the attempts to reform the mathematics curriculum and is intimately connected with the goals of creating meaningful mathematics for diverse groups of students. In ways that would otherwise be unrealistic, technology can be used to support learners in communicating about mathematics, in constructing and manipulating mathematical objects, and in carrying out mathematical reasoning. The development of many new technologyintense mathematics curricula around the world suggests a serious discussion of the opportunities and problems raised by widespread use of technology in school mathematics.
The group will concentrate on three major characterizations of current technologyintense curriculum reform: 1. Modeling based curricula: curriculum which is organized around "real life'' applications that create opportunities to learn mathematics. (Koeno Gravemeyer) 2. Curricula organized around big mathematical ideas: developments that rethink the organization and the emphases of the classical content and structure of the curriculum. (Dan Chazan) 3. Curricula organized around new themes and topics: developments that suggest that classical and modern topics, previously considered advanced, can be made accessible through the use of technology. (Al Cuoco)
The ideas we would like to address include:
What are the important factors in choosing a technologyintense curriculum?
How might such curriculum organized?
What are the mathematical objectives of such a curriculum?
How does the use of technology affect the definition of basic skills in mathematics?
In what ways can technology be used to help students apply mathematics they already know? To construct new mathematical ideas?
How do computer tools affect connections among various branches of mathematics?
What is the role of technology in curriculum that support traditional (proof, for example) and less traditional (conjecturing) modes of mathematical reasoning?
What are possible effects of new electronic curriculum structures (electronic databases or Internet uses, for example)?
How might assessment of technology intensive curriculum be carried out?
How should teachers' preparation reflect such reformed curriculum?
Organization: We invite early submission of short abstracts (up to 10 lines) of relevant suggestions by email to help give us a sense of the interests of possible contributors and participants. Suggested contributions should involve current, recent, or future curricular development which uses technology, and they should be submitted to the organizer of the appropriate subgroup. Work relating only to software development will not be discussed unless such development is integrated into the curricular considerations of the topics suggested above.  Michelle Manes Education Development Center, Inc. michelle@edc.org



