Keith Grove - Online Participant
Dover-Sherborn Regional High School, Dover, Massachusetts
Keith Grove currently teaches high school mathematics at Dover-Sherborn Regional High School in Dover, MA. Next year he expects to teach two sections of Geometry, one section of Algebra (using College Preparatory Mathematics: Change from Within), one section of C++ Programming, and one section of Web Design and Internet Searches. He has recently trained in designing Web pages using FrontPage.
After a two-year leave of absence from the Dover-Sherborn Schools, he returned to a classroom without Internet access; however, in September 1998 Keith's classroom should have Internet access through a T1 line (one station) and 10-12 older PCs. He may also have periodic access to a networked computer lab with T1 access for 20 computers.
Keith Grove and his students at Dover-Sherborn were among the earliest and most prolific participants in the geometry-pre-college newsgroup. To read his journals, try using the three keywords Keith Grove journal to search the Forum's archive at
Keith's future plans for using the Internet involve reconnecting to the Math Forum; he feels he works best as part of a team, needing the stimulation, support, and the feeling of being "part of something larger than I can dream up on my own." He writes of envisioning an exciting classroom that would offer multiple entry points into the study of Geometry:
Since we all have such a wide variety of interests and passions, and since personal choice is so central to the human appetite, I imagine establishing a democratic classroom/ community where the students and I would work together to create all aspects of our educational experience (task, environment, discourse, and evaluation). Each of us would identify something for which we care deeply and then use the power of mathematics to further our understanding and appreciation for this passion. Designing the study of Geometry in this way would encourage and empower each of us to follow our hearts and contribute something meaningful to a far-reaching audience.Keith believes that the "up-front" work involved in such a venture would be time-consuming and would have to take place during the summertime, while the work during the academic school year would be intense, manageable, and time-flexible. His Web page is intended to serve as a vehicle for learning, and a means through which he hopes to 'talk' with teachers, parents, students, and others.
Keith has been selected by his school to develop an online course for a Virtual Classroom. Online training through The Concord Consortium will take place during the next school year. The course will be offered in 1999-2000.
Students will engage in an investigation of a current social issue of their choice. This investigation will include: 1) researching the topic using the Internet, 2) collecting, analyzing, and interpreting data related to their topic, 3) exploring the topic from a mathematical perspective, 4) taking a position on the topic and completing a project designed to influence, persuade, or change the thinking and/or behavior of others (i.e. international, national and local politicians, community leaders, editors, journalists, educators, etc.) and 5) compile a portfolio that documents their learning. By necessity the course would be integrated in nature and would involve a commitment on the part of students and their mentors (teacher, professionals, and others) to engage in a collaborative inquiry.
In addition to his work on the Virtual Classroom course, Keith would like to develop a more Geometry-specific curriculum for the Geometry classes he will be teaching next year. For this course he would like to construct a home page with the philosophy, lesson plans, student work, Internet links, assessment rubrics, research questions, etc. He would like the course to be fun and democratic; a course that students would 'own', look forward to, and take pride in. Students' work would be evaluated by a wide audience in order to develop standards for exemplar work. The work would be linked to the Massachusetts Standards (recently developed).
Keith imagines this course containing all kinds of games, puzzles, and interesting conundrums, as well as socially responsible topics. Additionally, each major area of Geometry would have a motivating problem, a series of smaller problems to help students see some of the necessary patterns and relationships for addressing the motivating problem, and a series of concrete discovery exercises to help students understand how mathematics is connected.
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