2. Public Advisory on Incorporating Technology into Mathematics Reported by: Kirsten Werne

3. Enhancing Mathematics Learning with Technology The question being, can mathematics lessons and problem-solving be improved by integrating technology into the curriculum? Is this something the public wants? Technology + Math = ? Clip Art Credit: http://office.microsoft.com/en-us/clipart/results.aspx?qu=spy&sc=20 and http://office.microsoft.com/en-us/clipart/results.aspx?qu=investigator&sc=20#0

4. What is the point of math? Does math really involve technology? Got Math? Ok, so math is necessary but can we still teach it the “good old way” like we were taught? You know, “by the book” with “drill and kill” assignments.

5. 21 st century students crave technology and a fast pace environment. Blah, blah, blah, blah… Hmm, I need to text about weekend plans… Zzzzz … I wish I could use that cool calculator for these problems. Photo credit http://www.nl.edu/academics/nce/departments/SECED/images/Classroom1.jpg http://www.nl.edu/academics/nce/departments/SECED/images/Classroom1.jpg Sound credit http://www.wavplanet.com/wavs.php?cat=2&subcat=250

6. The Net Generation loves all technology is connected at all times expects immediate feedback and results would much prefer to learn through experience than to listen to a lecture or watch a lesson is a very social group interested in humanitarian efforts prefers to learn in cooperative learning groups. They want to know the rules to follow in order to succeed.

7. This generation craves technology. If we integrate technology into the curriculum without allowing the technology to become the focal point, we will become more successful educators. The technology needs to be a tool for learning. Clip Art Credit :http://office.microsoft.com/en-us/clipart/results.aspx?qu=construction&sc=20

8. Tools are meant to make things easier or to enhance We can eat it without the tool, but it is less pleasant, takes longer and is messy. A spoon is a tool we use to eat ice cream.

9. Graphing multiple versions of an equation is tedious the “old” way If we change y = sinx to be y = sin(3*x) students need to re- graph the second equation to determine a visual relationship between the two graphs. What does the graph look like? Photo Credit http://images.google.com/imgres?imgurl=http://static-p3.fotolia.com/

10. A relationship between equations graphed is quick and easy when done with software. An equation grapher allows quick visualization of a graph so trends and significant relationships are the focus rather than the mechanics of graphing.equation grapher Y = sin x Y = sin 3*x Graph credit: http://www.themathpage.com/atrig/graphs-trig.htm#sine%20graph

11. Other methods of infusing technology into the math classroom Geometer’s Sketchpad: algebra and geometry graphing software Cabri Jr. software for Texas Instrument calculators Graphing in 3-D Podcast videoPodcast Wikis and blogs for collaborating and sharing information Java applets (mini software programs) such as virtual manipulatives like the function machine. These are a great way to add a visual piece to algebra concepts.Java applets Student created movies with iMovie or similar software (my students created poem/rap videos last fall) similar software Spreadsheet software such as MSExcel for creating charts and diagrams to demonstrate data relationships

12. A graphing lesson incorporating technology might look like the following… -Warm-up graphing task at desk -Discussion of linear and non-linear functions and their graphs as a class -Graph as a class a linear function on the board -Discuss relationships of x and y values -All students take out their TI-84+ calculators and graph the same equation we did on the board. (or use another technology to reinforce the teaching) -Try changing the slope of the linear equation -Try changing the y-intercept -Try graphing y = x^2 -Write a journal entry discussing the relationship in the graphs when slope or the y-intercept is modified -How is the graph of y=x^2 different from our first equation graph? What value of y can you never have and why?

13. Technology allows for easy and discrete differentiation in the classroom. On homework and projects, it is very easy to start students on varying levels. differentiation

14. According to Intermath, “technology is used in a two-fold way: to deliver the curriculum…and to explore the mathematics through software…”. To best educate this net generation, we need to help them become savvy, inquisitive adults who will be able to compete in a world run by technology. We need to teach with technology now.

15. Bibliography Ball, Lynda. Technology-Supported Mathematics Learning Environments. Ed. William J. Masalski. Reston: NCTM, 2005. Bolyard, Johnna J, and Patricia Moyer. "Investigating Algebra with Virtual Manipulatives." ON-Math 2 (2003):. "Function Machine." National Library of Virtual Manipulatives. 28 Jul. 2007. 3 Aug. 2009.. "Got Math?." TeacherTube.com. 8 Jul. 2007. 6 Aug. 2009.. National Council of Teachers of Mathematics (NCTM). Principles and Standards for School Mathmatics. Reston, VA.: NCTM, 2000. Oblinger, Diana G., and James Oblinger. Educating the Net Generation. Educause, 2005. Educause: Transforming Education Through Information Technologies. 30 Jul. 2008. Perkins, Scott. "The Math Dude." Montgomery County Public Schools. 1 Jul. 2009. 2 Aug. 2009.. Wilson, James W. "The Intermath Project." Intermath: Supporting Teachers in Becoming Better Mathematics Educators. 4 Aug. 2009..