Using technology not simply to do things better, but to do better things.

29 May 2002
Professional Development Workshop

Reflection, and Moving Towards Independence

Doing and Exploring
  • Let's look at this year's L-PoWs
    • What problems were (or would be) most difficult for your students?

    • What mathematical content from the NJ-CCCS is represented in the L-PoWs? (See the list at bottom of page.)

    • Which problems, if any, stand out as most valuable for exposing mathematics, or as most motivational for the students?

    • How can you utilize the L-PoW archive?
      • Use the "Print this page" option. In Internet Explorer, you can use [Edit > Preferences >> Web Browser >>> Language/Fonts] to change the font size, and you can use [File > Print Preview] to make sure it fills the page nicely, to show headers & footers or not, etc.

      • Copy and Paste the text from the problem into a Word document, and manipulate it at will -- such as changing the title so kids can't do an easy search and find the solution, or use names of kids from your classes, or change the numbers so the answer is different, etc. To copy an image:
        • on a Mac: mouse over the image, then click-&-hold to get an option of "Copy Image"; then go to the Word document and Edit > Paste.
        • on a PC: mouse over the image, then right-click to get the option "Save image as"; give it a name, and save it to the desktop; go to the desktop and open the image; now right-click to select the "Copy" option; then go to the Word document and Edit > Paste.

      • Copy and paste other students' solutions into a Word document, and have your students discuss the different approaches, or show pieces of solutions and have your students complete the work.

      • Other ideas?

  • Exploring the Illuminations website ( In pairs, skim/play on the site for 15 minutes; share at least THREE discoveries worth exploring in more depth.

  • Showing 24 Game, live and on-line (; use the "Visitors click here" button).

Thinking About the End of a Course
  • What do you do, or have students do, to summarize, bring closure, or make connections among the threads of content in your courses?

  • WHAT?     SO what?     NOW what?

Reflecting On The Lucent Grant

Listed below are various types of activities made available through the Lucent Grant. For each, please:
  1. specify what was most helpful about that type of activity;
  2. list any recommendations that might make this type of activity more useful;
  3. using a scale from 1 = Low to 5 = High, rate how helpful this type of activity was to your professional growth.

Types of activities include:
  • In Class Support

  • Lucent Problem of the Week (L-PoW)

  • Summer Institutes

  • In Service Days
    • with respect to SimCalc or GSP

    • with respect to finding and using resources on the Internet

    • with respect to learning mathematics

    • with respect to reflecting on instructional practice

    • OVERALL In Services


Thinking About the Summer 2002 Institute
  • As specifically as you can, list what you would like to happen during this summer's Institute?

  • HW: Identify the important topics/concepts/relationships that are most difficult for students to 'get'?
    (You might want to organize this by courses, like "Fundamentals", Alg 1, Geom, Alg 2, Pre-Calc; ... OR, organize this by the NJ-CCC Standards: Number & Numerical Operations; Geometry & Measurement; Patterns & Algebra; Data Analysis, Probability, & Discrete Mathematics; Mathematical Processes)

Thinking About Mathematical Content

The Draft Revised New Jersey Core Curriculum Content Standards in Mathematics
( focus on the mathematical content that students should know and be able to do.

(Numbered) Standards and Associated (Lettered) Strands
  • 4.1. Number and Numerical Operations
    • A. Number Sense
    • B. Numerical Operations
    • C. Estimation

  • 4.2. Geometry and Measurement
    • A. Geometric Properties
    • B. Transforming Shapes
    • C. Coordinate Geometry
    • D. Units of Measurement
    • E. Measuring Geometric Objects

  • 4.3. Patterns and Algebra
    • A. Patterns and Relationships
    • B. Functions
    • C. Modeling
    • D. Procedures

  • 4.4. Data Analysis, Probability, and Discrete Mathematics
    • A. Data Analysis (Statistics)
    • B. Probability
    • C. Discrete Mathematics--Systematic Listing and Counting
    • D. Discrete Mathematics--Vertex-Edge Graphs and Algorithms

  • 4.5. Mathematical Processes
    • A. Problem Solving
    • B. Communication
    • C. Connections
    • D. Reasoning
    • E. Representations
    • F. Technology

THE MATH FORUM: Creating community, developing resources, constructing knowledge...