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    Day 1
    Day 2
    Day 3
    Day 4

    Acronyms, etc.
    Concert Chat**
    Math Tools**
    PoW Library**

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**username/password for full access

    Participants List
    Philly Photos

Day 1: Visualizing Algebra
Five Dimensions: Mathematics, Technology, Teaching, Learning, and Assessing

8:30 - 8:45 Introductions

8:45 - 9:00 Set-up
While we're working on math using paper/pencil, we'll also make sure connections to Internet are working, etc.

8:45 - 9:00 Let's Do Math

9:00 - 9:30 Recording on the Wiki

  • Add a page to your wiki and name it LastNameRunnersGraphActivity
  • On this new wiki page, record everything that you can see about mathematics from the graphs. (Ex. There are two runners. Both functions are continuous.)
If you are an online participant and you would like access to the wiki where participants are posting their activity results, please send us a note using the facilitators link and we'll provide you with instructions.

9:30 - 10:00 Runners Graph Activity

  • Everyone shares one of the things they saw in big group discussion.
  • Now make your list on your new wiki page as complete as possible.

10:00 - 10:30 Physical Modeling

  • Use participant volunteers to physically model walking stories that could generate different graphs.
  • Examples
    Story 1:
    Two participants start from the same position in the hallway. One participant takes two steps in the same time that the other takes one. (second?) Who gets to the finish line first at 100 steps away? How would position/time graphs look? (Or make it 3 and 2 steps for more of a challenge).
    Story 2:
    One participant starts 10 steps behind the other. The participant in the front walks 1 step per second. The participant in the back walks two steps per second. (Try to make the length of the steps equal) When will the person in the back catch up? How would postion/time graphs look?

10:30 - 11:30 Tool Activities

With a partner,
  • Go to:
  • Play with the tool to get a sense of what it's doing. (Here are directions for using the interactive figure.)
  • Explore the following activities:
    1. Figure out how to set the parameters so that you generate the same graphs as the ones that we observed earlier on the Runners Graph Activity Handout.
    2. Set the parameters so that the runners' graphs are parallel. What has to be true?
    3. Set different parameters and predict what the graphs would look like. (Hand draw then check by running.)
    4. Have one partner set parameters and draw the graph. Cover the parameters and have the other partner figure out the paramters by looking at the graphs.

11:30 - 12:00 Lunch

12:00 - 12:15 Math Tools Registration

  • If you are not a registered user, register in Math Tools.
  • View the discussion posts listed under What's Hot? on the Math Tools homepage.

12:15 - 12:45 Group Discussion

  • Read and/or post to the discussion of the Tool: Understanding Distance, Speed, and Time...
  • Some suggestions for discussion: Compare/contrast static graph vs. simulation tool in regards to engagement and visualization. How can you focus students on learning rather than gaming? How would you assess student learning?
  • Read and reply to other's postings.
  • Throughout remember that you can return to this discussion to continue the conversation.

12:45 - 1:15 Math Tools Activities

  • Introduce Math Tools
  • Search, browse functions, register, save to My Math Tools, rate tool, discuss tool, explore

1:15 - 1:30 Lesson Planning Time
Introduce the idea that each of the following days we'll take time for you to think and plan some units of the current math curriculum that you would like to think about during the week. Are there any particular math topics that are on your mind these days?

1:30 - 2:30 Concert Chat Discussion 1:30 (Philly)/12:30 (Houston)

2:30 - 2:50 One More Look Houston

2:50 - 3:00 Reflection Time Please use this online form.

go to Day 2

Send comments to the facilitators: Annie, Cynthia, Steve, and Suzanne

© 2016 The Math Forum at Drexel, part of NSF's NSDL
This material is based upon work supported by the National Science Foundation under Grant DUE-0226284. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.