Daniel Bochicchio Neag School of Education

 Enhances mathematics learning.  Supports effective mathematics teaching.  Influences what mathematics is taught.

 Use an array of tools and technologies to enhance your teaching.  Choose the tools or technology most appropriate to the instructional situation.  Make the most effective use of tools and technology in the classroom that you can.  Challenge students to think critically and creatively using tools and technology.  Provide an appropriate environment for using such tools and technologies.

 LCD projector  Presentation software (i.e. PowerPoint)  Overhead projector  SmartBoard  Podcast  MP3 player  Whiteboard/Chalkboard  Web site  Television  Apps

 Camera  Graphic organizers  Recorder  Lab instruments  Handheld devices  Apps  Cell Phones  Tablets  Computers  Compass, Protractor, Ruler

 Software  Apps  Calculators  Instruments

 Online information sites   Blogs  Simulations  WebQuests  Classroom Interface  Twitter  eBoards

 What problem does this tool or technology solve?  Can this task be completed just as easily with a paper and pencil?  What skills and knowledge do students need in order to be able to use this tool or technology?  Do you have the necessary time to provide this instruction?  What handouts or other complementary materials can you provide students?

 Provide feedback and follow through on the work students do when using these tools.  Give students clear instructions in the proper use of these tools.  Plan ahead when using technology.  Avoid using features that distract from the material you want students to learn.  Choose the tool that yeilds the greatest learning result.

 Ask yourself what more you can add to each assignment that would increase the challenge and complexity in useful ways.  Use technology to show the same subject from multiple perspectives.  Make room for students to invent and explore possibilities you may not have anticipated.  Ask students to reflect on the tools and technology they are using and the results they are getting.  Discuss the different ways students used the tools.

 Geometer’s Sketchpad  AutoGraph  Geogebra  Wolfram Alpha  Fathom  Excel

 Recognize and use connections among mathematical ideas.  Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.  Recognize and apply mathematics in contexts outside of mathematics.

 Use graphic organizers to show similarities and differences between concepts.  Generate questions individually or as a class designed to make connections of one concept to another.  Prepare study guides.  Challenge students to connect in school knowledge with the world outside.

 Model for students how to make the kind of connections you want them to learn.  Use web sites that foster the making of connections.  Make connections to tests by asking students to create sample test questions.

 Consult the curriculum.  Evaluate the content for potential controversies.  Monitor class discussions or interactions looking for moments that get students fired up about a topic.  Bring in material from outside the classroom that invites powerful connections to what you have already intended to teach.

 Ask questions that enable students to bring in what interests them.  Bring in film, music, and art so students can examine how an idea can be treated by different people, in different media.  Offer questions you know will intrigue them.

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