Course Description:
Teachers gain the knowledge and skills to apply technology to help students understand mathematics content. Applications include visual manipulatives, calculators, spreadsheets, software tutors, web applications, modeling software, and GPS. Emphasizes how technology helps meet local, state, and national standards for mathematics. Provides practice instruction and assessment to integrate technology into a problem-based constructivist mathematics curriculum. 3 credits
Prerequisite: Admission to a graduate program in the UAS School of Education.
Required Textbook:
No textbook required.
Technology Needed:
Boom microphone with headphones. Computer with USB port.
Course ObjectiveMathematically, the candidate will demonstrate the knowledge and skills necessary to: / SOE
(Conceptual Framework)
Standard Met / Graduate Competencies / NCTM Standards / Assessment Ensuring that the Objective has been met
demonstrate effective use of technology in various forms to solve problems / Goal 9: Teachers use technology effectively, creatively, and wisely.
Goal 4: Teachers possess current academic content knowledge. / 1. Graduate Competency: Communication
3. Graduate Competency: Critical Thinking and Problem Solving / Standard 1: Knowledge of Mathematical Problem Solving
Standard 6: Knowledge of Technology / Demonstration of topic researched
demonstrate effective use technology to help students understand and solve problems / Goal 9: Teachers use technology effectively, creatively, and wisely.
Goal 4: Teachers possess current academic content knowledge. / 3. Graduate Competency: Critical Thinking and Problem Solving / Standard 1: Knowledge of Mathematical Problem Solving
Standard 6: Knowledge of Technology / Demonstration of topic researched
review, synthesize, and evaluate research on the use of technology to teach / Goal 5: Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice. / 2. Graduate Competency: Professional Behavior / Standard 6: Knowledge of Technology / Reports and reflections
Presentation topics researched
select appropriate technology for teaching and justify and defend their selection / Goal 5: Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice. / 1. Graduate Competency: Communication
2. Graduate Competency: Professional Behavior / Standard 3: Knowledge of Mathematical Communication
Standard 6: Knowledge of Technology / Reports and reflections
Unit plan
Presentation topics researched
demonstrate ability to utilize technology to address local, state and national standards / Goal 4: Teachers possess current academic content knowledge. / 2. Graduate Competency: Professional Behavior / Standard 6: Knowledge of Technology / Demonstration of topic researched
Unit plan
demonstrate effective use of technology to accommodate special needs students / Goal 3: Teachers differentiate instruction with respect for individual and cultural characteristics. / 2. Graduate Competency: Professional Behavior / Standard 6: Knowledge of Technology / Demonstration of topic researched
Unit plan
identify, assess and evaluate instructional plans utilizing technology / Goal 5: Teachers facilitate student learning by using assessment to guide planning, instruction, and modification of teaching practice. / 2. Graduate Competency: Professional Behavior / Standard 6: Knowledge of Technology
Standard 8: Knowledge of Mathematics Pedagogy / Reports and reflections
Presentation topics researched
develop instructional plans utilizing technology to address needs for a diverse student population / Goal 1: Teachers articulate, maintain, and develop a philosophy of education that they also demonstrate in practice.
Goal 3: Teachers differentiate instruction with respect for individual and cultural characteristics. / 1. Graduate Competency: Communication
2. Graduate Competency: Professional Behavior / Standard 3: Knowledge of Mathematical Communication
Standard 6: Knowledge of Technology
Standard 8: Knowledge of Mathematics Pedagogy / Unit plan
demonstrate the ability to utilize technology to engage students in the five process standards: problem solving, reasoning, communication, connections and representations / Goal 9: Teachers use technology effectively, creatively, and wisely. / 1. Graduate Competency: Communication / Standard 1: Knowledge of Mathematical Problem Solving
Standard 6: Knowledge of Technology / Demonstration of topic researched
Unit plan
Assignments, Requirements and Evaluation Criteria / Points / Due Date
Attendance and Participation / 2 pts each / Ongoing
Reports and reflections / 3 reports,12 pts. ea., 36 points / See course schedule
Presentation of topics researched / 2 presentations, 12 pts. ea., 24 points / See course schedule
Demonstration of topic researched
/ 1 demonstration, 30 points / See course scheduleUnit plan / 1 unit plan, 30 points / See course schedule
Explanation of Assignments, Requirements and Evaluation Criteria:
1. Attendance and Participation – attend and participate in all class sessions.
2. Reports and reflections – you will report on three technology topics. You will read and cite a minimum of three (3) reputable sources, at least one that is from an educational journal. Each report will consist of these distinct parts: a) a written description of what you found; b) your reflections and how a teacher might make use of the topic in the teaching of math; c) references. These reports should be around two pages in length. Possible topics (you may propose others) include:
a. Blogs and teaching math / b. Calculators and teaching mathc. Geometry software and teaching math / d. Graphing software and teaching math
e. GPS and teaching math / f. iTouch devices and teaching math
g. Internet whiteboards, ‘Eluminate’, and teaching math / h. Mathematical modeling software and teaching math
i. Math production and presentation software and teaching math / j. Smartboard and/or Promethean Activboard and teaching math
k. Podcasts and teaching math / l. Smartphones and teaching math
m. Social networks and teaching math / n. Special needs students and technology
o. Spreadsheets and teaching math / p. Student and Classroom Response Systems
q. Technology, math and the cultural needs of students / r. Tutoring software, ‘Bridge to Algebra’, and teaching math
s. Technology and Multiple Intelligences / t. Virtual manipulatives and teaching math
u. Technology and constructivist teaching / v. Virtual Reality and teaching math
w. Webpages and teaching math / x. Wikis and teaching math
3. Demonstration of one of the topics researched – you will conduct a demonstration involving the class utilizing technology to teach math. This demonstration will include: a) a brief presentation on the topic and how you can use it to teach math; b) an activity involving the class demonstrating how the technology is used to teach math; c) a description or demonstration of assessing the activity; and d) a lesson plan for your demonstration. The lesson plan should include: clear understandable title and objectives, clear and understandable procedures and activities, and clear and understandable assessment of objectives.
4. Unit plan – You must create a unit plan that demonstrates how you can incorporate technology into your math curriculum. If you do not have a specific level, use a past or future math curriculum. The unit should focus on using technology to teach math. It must have: a) unit description, including math topic and goals; b) five lessons to teach the math topic; and c) unit assessment, how you will assess the unit.
5. Presentation of the other topics researched – you will be called to provide a brief presentation of the two topics not demonstrated. Description of what you found and how it might be used to teach math.
Assessment:
Two points will be awarded for attending class and participating. The rubrics for other assignments are:
Report Rubric / Presentation Rubric / Demonstration Rubric / Unit Plan RubricItem / Points / Item / Points / Item / Points / Item / Points
Findings / 1, 2, 3 / Findings / 1, 2, 3 / Presentation / 2, 4, 6 / Description / 2, 4, 6
Reflection and use / 1, 2, 3 / Reflection and use / 1, 2, 3 / Activity / 2, 4, 6 / Goals / 2, 4, 6
Resources / 1, 2, 3 / Resources / 1, 2, 3 / Assessment / 2, 4, 6 / Lessons (5 minimum) / 2, 4, 6
Quality / 1, 2, 3 / Quality / 1, 2, 3 / Lesson Plan / 2, 4, 6 / Assessment / 2, 4, 6
Quality / 2, 4, 6 / Quality / 2, 4, 6
Total / 12 / Total / 12 / Total / 30 / Total / 30
Evaluation:
Points will be awarded as follows. Number of points will establish grade. All written assignments will be assessed in relation to their depth and thoughtfulness, and to the quality and clarity of writing.
Assessment / Pts / Grd / Pts / GrdItem / Description / Pts Ea. / Totals / ≥134 / A / 130-133 / A-
Attendance and participation / Both are expected at every class. / 2 pts. ea. / 24 / 125-129 / B+ / 120-124 / B
Report & Reflection / 3 reports / 12 pts. ea. / 36 / 115-119 / B- / 111-114 / C+
Presentation / 2 presentations / 12 pts. ea. / 24 / 105-110 / C / 101-104 / C-
Demonstration / 1 demonstration / 30 pts. / 30 / 96-100 / D+ / 91-95 / D
Unit Plan / 1 unit plan / 30 pts. / 30 / 86-90 / D- / 86 / F
Total / 144
Distance Sessions
1st half / 2nd half
S 1 / Trends in technology applications / Technology and constructivist teaching
Introduction, Syllabus, and Expectations
Standards for technology applications / Trends and issues in technology to teach math
Constructivist learning and technology
S 2 / Math production and presentation software / Calculators
Technology as production and preparation tools
Technology as presentation and learning tools / Issues and research on use of calculators
Calculators as production, presentation, and learning tools
S 3 / Spreadsheets / Tutoring software
Research on using spreadsheets
Spreadsheets as production, presentation and learning tools / Issues and research on tutoring software
Evaluating and selecting tutoring software
Tutoring software teaching and learning tools
S 4 / Electronic library and Online Journals / Virtual manipulatives
What is the electronic library?
Electronic library as teaching and learning tools / Exploration and research on virtual manipulatives
Selecting and using virtual manipulatives
S 5 / Mathematical modeling software / Graphing software
Research on modeling software
Evaluating and selecting modeling software
Modeling software as production, presentation and learning tools / Research on graphing software
Graphing software as production, presentation and learning tools
S 6 / PC/Graphics tablets / Electronic whiteboards
Research on PC/Graphics tablets
PC/Graphics tablets as production, presentation and learning tools / Research on electronic whiteboards
Electronic whiteboards as production, presentation and learning tools
S 7 / Handhelds and GPS / Online tutoring and teaching
Research on handhelds and GPS
Handhelds and GPS as presentation and learning tools / Research and issues
Online tutoring and teaching math
S 8 / Obstacles to Technology / The Future
Obstacles to using technology to teach math. / What does the future hold?
On Campus Sessions
A / B / C / D
S 1 / Introductions and Planning for the week / Discussion and demonstrations / Demonstration A
Student led presentations and demonstrations / Demonstration B
Student led presentations and demonstrations
S 2 / Demonstration C
Student led presentations and demonstrations / Demonstration D
Student led presentations and demonstrations / Demonstration E
Student led presentations and demonstrations / Demonstration F
Student led presentations and demonstrations
S 3 / Demonstration G
Student led presentations and demonstrations / Demonstration H
Student led presentations and demonstrations / Demonstration I
Student led presentations and demonstrations / Demonstration J
Student led presentations and demonstrations
S 4 / Demonstration K
Student led presentations and demonstrations / Demonstration L
Student led presentations and demonstrations / Demonstration M
Student led presentations and demonstrations / Demonstration N
Student led presentations and demonstrations
S 5 / Demonstration O
Student led presentations and demonstrations / Additional time for Demonstrations / Evaluation, wrap up discussion
Bibliography:
Ameis, J. and Ebenezer, J. (2002) Mathematics on the Internet: A Resource for K-12 Teachers. Upper Saddle River, NJ: Merrill Prentice Hall.
Association of Mathematics Teacher Educators’ Technology Committee. (2005). Draft position statement titled Preparing Teacher to Use Technology to Enhance the Learning of Mathematics.
Coppola, E. M. (2004) Powering Up: Learning to Teach Well With Technology. NY: Teachers College Press.
Jonassen, D, and Stollenwerk, D. (1999) Computers as Mindtools for Schools: Engaging Critical Thinking. Englewood Cliffs, NJ: Prentice Hall.
Margerum-Leys, J. & Marx, R. W. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26, 427-462.
Moyer, P. S., Bolyard, J. J. & Spikell, M. A. (2002). What Are Virtual Manipulatives? Teaching Children Mathematics. 8, 372.
National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics, Reston, VA: NCTM.
National Research Council, (2001). Adding it up: Helping children learn mathematics. Washington D. C.: National Academy Press.
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge, Teaching and Teacher Education, 21, 509-523.
Olive, J. (2002) Bridging the Gap: Using Interactive Computer Tools to Build Fraction Schemes. Teaching Children Mathematics. 8, 356.
Wenglinsky, H. (2005) Using Technology Wisely: The Keys to Success in Schools. NY: Teachers College Press.
Zhao, Y. (Ed) (2003). What teachers should now about technology: Perspectives and practices. Greenwich, Ct: Information Age Publishing.
Some Websites
http://www.aaamath.com
http://www.aimsedu.org/puzzle/puzzlist.html
http://www.aplusmath.com
http://archives.math.utk.edu/k12.html
http://askeric.org
http://www.bmcc.cuny.edu/mathsci/
http://boston.k12.ma.us/teach/technology/select/
http://www.census.gov/dmd/www/teachers.html
http://www.cln.org/cln.html
http://www.connectingstudents.com/resource.html
http://www.coolmath.com/
http://www.cut-the-knot.com/
http://www.edhelper.com/
http://www.edu4kids.com/math
http://education.sdsc.edu/teachertech/index.php?module=ContentExpress&func=display&ceid=31
http://education.ti.com
http://www.educationworld.com/a_admin/admin/admin122.shtml
http://www.education-world.com/math/
http://www.eduplace.com