Rutgers/Lucent ALLIES IN TEACHING MATHEMATICS AND TECHNOLOGY Grant
Using technology not simply to do things better, but to do better things.
June 28 & July 1-3, 2002
Professional Development Workshop
Friday, June 28
- Checking In
- Clarifying Goals:
Read the goals below AND skim the Agenda to see how it fits together as a package.
NOTICE THE HOMEORK ASSIGNMENT FOR WEDNESDAY.
- to become more familiar with graphing calculators, including the use of CBRs;
- to get an introduction to Fathom, a dynamic data and statistical software program;
- to become more familiar with Geometer's Sketchpad 4;
- to continue thinking about approaches to stimulate students' mathematical thinking;
- to plan for Fall courses, including identifying resources and activities.
- Where are you on this graphing calculator (GC) proficiency continuum?
- Beginner = "I am not sure what the 'Windows', 'Zoom', 'Trace', and 'Stats' buttons do."
- Intermediate = "I can use the GC to do things like find zeroes of functions, or put data in a list and display it graphically as a box or scatterplot."
- Advanced = "I know how to use the GC in my classes to reinforce instruction."
- Exploring the "Calculating Speeding Fines" problem
- Exploring CBRs with the TI-83 Plus
Monday, July 1
- Warm Up Activity: Gender Equity?
- Exploring Fathom - a dynamic data and statisics software program with Jo Ann Fricker
- The beginner's essential terminology: collection; case table; summary table; graph; slider; formula editor; simulation
- Playing With Virtual Dice
How could Fathom be used as a launchpad for the kinds of questions and simulations that will engage students and lead them to discover the mathematics of probability?
- Exploring Teacher Pay
Specifically, we will explore the correlation between states' averages for teacher pay and per pupil spending.
- Drop the address (url) onto a new Fathom page; the imported data is automatically converted to a new collection.
- Get a case table; correct the attributes to be State, Pay, PerPupil, and Region.
- Create a Graph with Pay as a single attribute (on the horizontal axis), and show the data as a dotplot. Show the mean on the dotplot by using:
Graph >> Plot Value >> Functions >> Statistical >> One Attribute >> Mean. Repeat the sequence to show Median.
- Create another Graph using PerPupil (on the horizontal) vs. Pay (on the vertical). Drag-&-drop Region onto the center of the graph to make visible an additional categorization of the data.
- Simulating "Gender Equity?"
- A PACKETS Unit focused on population density:
Tuesday, July 2
- Warm Up Activity: Will It Rain This Weekend?
- More on PACKETS.
- Working with the Geometer's Sketchpad 4.
- Where are you on this GSP proficiency continuum?
- You can find additional GSP lesson ideas on our Lucent Index Page.
Wednesday, July 3
- Warm Up Activity: Modeling Exponential Decay
- "Going over the homework"
Identify the important topics/concepts/relationships that are most difficult for students to 'get'.
Should we 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?
- What can we collaboratively generate as ways to addresss each of these?
- What other areas of professional growth can we help you with today?
- Evaluation Form
Thinking About Mathematical Content
The Draft Revised New Jersey Core Curriculum Content Standards in Mathematics
(http://www.state.nj.us/njded/news/standards/s4_math.htm) 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...