1. TRANSFORMATIONS & TECHNOLOGY Dynamic Geometry Software

2. WHAT IS THE ROLE OF TECHNOLOGY IN THE LEARNING OF MATHEMATICS? NCTM Position It is essential that teachers and students have regular access to technologies that support and advance mathematical sense making, reasoning, problem solving, and communication. Effective teachers optimize the potential of technology to develop students’ understanding, stimulate their interest, and increase their proficiency in mathematics. When teachers use technology strategically, they can provide greater access to mathematics for all students. Simply having access to technology is not sufficient. The teacher and the curriculum play critical roles in mediating the use of technological tools (King-Sears, 2009; Roschelle, et al., 2010; Suh, 2010). http://www.nctm.org/uploadedFiles/About_NCTM/Position_Statements/Technology_(with% 20references%202011).pdf

3. COMMON CORE STATE STANDARDS FOR MATHEMATICS  Mathematical Practice: Use appropriate tools strategically.  Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful... Common Core State Standards for Mathematics, 2010, p. 7

4. NCTM SUMMER INSTITUTE 2013 Tasks, Tools, and Talk 1. Engage students in solving challenging mathematical tasks. 2. Provide students with tools to support their thinking and reasoning. 3. Orchestrate opportunities for students to talk about mathematics and their thinking public. Tasks, Tools, Talk. Peg Smith, Opening Keynote at NCTM’s Interactive Institute, August 2013.

5. Tools Tools can be thought of as “amplifiers of human capacities” (Brunner, 1966, p.81). “Tools should help students do things more easily or help students do things they could not do alone” (Hiebert, et al, 1997, p. 53). Tasks, Tools, Talk. Peg Smith, Opening Keynote at NCTM’s Interactive Institute, August 2013.

7. Access and Equity 95% of youth aged 14–17 are online; 92% of families have a computer at home; 93% of teens use a desktop or laptop; and 76% report having high-speed Internet access. Parent-Teen Cell Phone Survey, September 2009 Pew Internet & American Life Project

9. What’s the difference between the core math tools? Downloadable Suite at NCTM site.Core Plus Math Project Tools

12. IMPORTANCE OF INTRODUCTION ACTIVITY Geometer’s Sketchpad Geogebra

14. HOW DO YOU KNOW IF TWO FIGURES ARE SIMILAR, CONGRUENT, OR BOTH? Similar FiguresCongruent Figures  A two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations.  A two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations.

15. TRANSFORMATIONS AND FUNCTIONS

16. RESOURCES General Tools: Wcpss Edmodo EDU Symbaloo EDU Symbaloo free bookmark tool http://edu.symbaloo.com/mix/wcpsshttp://edu.symbaloo.com/mix/wcpss (bookmarks shared for wcpss teachers) MATH TOOLS Math Open Reference Free online graphing calculator applet GEOMETER’S SKETCHPAD YouTube for GSP Sketch Exchange GEOGEBRA Geogebra Tube Geogebra Site YouTube for Geogebra CORE MATH TOOLS Core Math Tools (click downloadable suite in the first paragraph)