Download or read book Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice written by Milan Sherman and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cases on Technology Integration in Mathematics Education written by Polly, Drew and published by IGI Global. This book was released on 2014-09-30 with total page 551 pages. Available in PDF, EPUB and Kindle. Book excerpt: Common Core education standards establish a clear set of specific ideas and skills that all students should be able comprehend at each grade level. In an effort to meet these standards, educators are turning to technology for improved learning outcomes. Cases on Technology and Common Core Mathematics provides a compilation of cases and vignettes about the application of technology in the classroom in order to enhance student understanding of math concepts. This book is a timely reference source for mathematics educators, educational technologists, and school district leaders employed in the mathematics education or educational technology fields.
Download or read book Common Core Mathematics Standards and Implementing Digital Technologies written by Polly, Drew and published by IGI Global. This book was released on 2013-05-31 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standards in the American education system are traditionally handled on a state-by-state basis, which can differ significantly from one region of the country to the next. Recently, initiatives proposed at the federal level have attempted to bridge this gap. Common Core Mathematics Standards and Implementing Digital Technologies provides a critical discussion of educational standards in mathematics and how communication technologies can support the implementation of common practices across state lines. Leaders in the fields of mathematics education and educational technology will find an examination of the Common Core State Standards in Mathematics through concrete examples, current research, and best practices for teaching all students regardless of grade level or regional location. This book is part of the Advances in Educational Technologies and Instructional Design series collection.
Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
Download or read book Constructing Dynamic Triangles Together pre publication Version written by Gerry Stahl and published by . This book was released on 2016-01-28 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reports on an extensive research effort involving teaching teachers and their students about dynamic geometry in an online collaboration environment. Specifically, it documents the cognitive development of a team of three students learning in that online social setting. The extended case study shows how the team enacted the tools and adopted group practices within an educational research project, which was designed to extend and support their ability to collaborate, to engage in mathematical discourse and to explore or construct dynamic-geometric figures. As a whole, the book provides detailed empirical support for the theory and practice of group cognition.
Download or read book STEM Education written by Information Resources Management Association and published by IGI Global. This book was released on 2014-12-31 with total page 1629 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This reference brings together an impressive array of research on the development of Science, Technology, Engineering, and Mathematics curricula at all educational levels"--Provided by publisher.
Download or read book Translating Euclid written by GERRY STAHL and published by Springer Nature. This book was released on 2022-05-31 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: Translating Euclid reports on an effort to transform geometry for students from a stylus-and-clay-tablet corpus of historical theorems to a stimulating computer-supported collaborative-learning inquiry experience. The origin of geometry was a turning point in the pre-history of informatics, literacy, and rational thought. Yet, this triumph of human intellect became ossified through historic layers of systematization, beginning with Euclid’s organization of the Elements of geometry. Often taught by memorization of procedures, theorems, and proofs, geometry in schooling rarely conveys its underlying intellectual excitement. The recent development of dynamic-geometry software offers an opportunity to translate the study of geometry into a contemporary vernacular. However, this involves transformations along multiple dimensions of the conceptual and practical context of learning. Translating Euclid steps through the multiple challenges involved in redesigning geometry education to take advantage of computer support. Networked computers portend an interactive approach to exploring dynamic geometry as well as broadened prospects for collaboration. The proposed conception of geometry emphasizes the central role of the construction of dependencies as a design activity, integrating human creation and mathematical discovery to form a human-centered approach to mathematics. This book chronicles an iterative effort to adapt technology, theory, pedagogy and practice to support this vision of collaborative dynamic geometry and to evolve the approach through on-going cycles of trial with students and refinement of resources. It thereby provides a case study of a design-based research effort in computer-supported collaborative learning from a human-centered informatics perspective.
Download or read book Dynamic Geometry Task Design for Axiomatic Geometry written by Younggon Bae and published by . This book was released on 2019 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: Responding to calls for studies on task design and enactment using technology in geometry classroom, this dissertation connects theoretical and empirical studies to instructional practices by designing, enacting, and revising a sequence of tasks using DGEs for college students in an axiomatic geometry course. First, I discuss a set of mathematical activities using DGEs that consist the core of the task sequence in this study. I illustrate a sequence of instructional tasks designed and enacted in an axiomatic geometry course where a DGE plays a crucial role in students' mathematical activities in class. The illustration of the task sequence consists of the mathematical activities intended in the design of each task as well as student reasoning. Student work collected in the actual classroom provides pedagogical implications to revise the task sequenceSecond, I report an empirical study on students' uses of DGEs and their engagement in mathematical reasoning and axiomatic reasoning while enacting three tasks in the sequence. Students used DGEs to communicate their mathematical ideas and to examine mathematical statements describing properties of geometric objects within axiomatic systems and models of hyperbolic geometry. The analyses of this study revealed case themes describing student use of DGEs, engagement in mathematical reasoning and axiomatic reasoning, and relationships thereof. The findings of the analysis provide practical implications to revise the task design as well as theoretical implications to better understand the nature of student engagement in advanced mathematical reasoning in such technology-rich environments.At last, not the least, I address theoretical consideration on understanding of epistemic aspects of student learning in axiomatic geometry supported by technology and appropriate mathematical activities exploiting pedagogical roles of technology. I address students' epistemological shifts that have been discussed in the existing literature of student learning of advanced geometry in connection with student work collected and analyzed in the empirical study reported above. First, students make a shift in the ontological view of geometric models from Euclidean to non-Euclidean geometry, in which the geometric models are considered conscious artifacts of mathematical design. Second, students make a shift in the epistemological view of mathematical proofs from absolutism to fallibilism, in which proofs can be characterized with a variety of functions and forms. Drawing on the prior literature, I argue that making successful shifts can benefit students in axiomatic geometry and that such shifts can be facilitated by engaging in mathematical activities with supports of dynamic geometry environments. In particular, I highlight examples of student work reported in the empirical study that illustrate those different views of geometric models and mathematical proofs captured observed from students who were on the process of such shifts.
Download or read book Mathematics Learning in Early Childhood written by National Research Council and published by National Academies Press. This book was released on 2009-11-13 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Download or read book Technology Integration and Transformation in STEM Classrooms written by Martin, Christie and published by IGI Global. This book was released on 2022-10-28 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher and student access to technology in both schools and at home continues to rise. Due to this increase, there is a need to examine how technology is supporting teaching and learning in STEM classrooms from early childhood through college-level mathematics. To ensure it is utilized appropriately, further study on the use of technology in classrooms where students are learning science, technology, engineering, and mathematics content is required. Technology Integration and Transformation in STEM Classrooms offers meaningful and comprehensive examples of implementing technology to support STEM teaching and learning and provides a deeper understanding of how to ensure technology is used to enhance the learning environment. The book also details how educators can select effective learning tools for their classrooms. Covering key topics such as student engagement, active learning, teacher leaders, and e-learning, this reference work is ideal for administrators, policymakers, educational leaders, researchers, academicians, scholars, practitioners, instructors, and students.
Download or read book Geometry Turned On written by James King and published by Cambridge University Press. This book was released on 1997-10-30 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Articles about the uses of active, exploratory geometry carried out with interactive computer software.
Download or read book Proposals for Research written by Gerry Stahl and published by Lulu.com. This book was released on 2011-01-11 with total page 628 pages. Available in PDF, EPUB and Kindle. Book excerpt: My career has usually been funded by grants. Here are some of the proposals I wrote at the University of Colorado and at Drexel University. Successful grant proposals are tricky to write. The ones reproduced here might provide helpful examples. They may also provide explicit statements of some of the goals of my research over the years.
Download or read book Teaching Mathematics in Grades 6 12 written by Randall E. Groth and published by SAGE Publications. This book was released on 2012-08-10 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Mathematics in Grades 6 - 12 by Randall E. Groth explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows preservice mathematics teachers the value of being a "researcher—constantly experimenting with methods for developing students' mathematical thinking—and connecting this research to practices that enhance students' understanding of the material. Ultimately, preservice teachers will gain a deeper understanding of the types of mathematical knowledge students bring to school, and how students' thinking may develop in response to different teaching strategies.
Download or read book Mathematical Practices and Arts Integration in an Activity Based Projective Geometry Course written by Jessica Brooke Ernest and published by . This book was released on 2016 with total page 415 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is a general assumption that the mathematical activity of students in school should, at least to some degree, parallel the practices of professional mathematicians (Brown, Collins, Duguid, 1989; Moschkovich, 2013). This assumption is reflected in the Common Core State Standards (CCSSI, 2010) and National Council of Teachers of Mathematics (NCTM, 2000) standards documents. However, the practices included in these standards documents, while developed to reflect the practices of professional mathematicians, may be idealized versions of what mathematicians actually do (Moschkovich, 2013). This might lead us to question then: "What is it that mathematicians do, and what practices are not being represented in the standards documents?" In general, the creative work of mathematicians is absent from the standards and, in turn, from school mathematics curricula, much to the dismay of some mathematicians and researchers (Lockhart, 2009; Rogers, 1999). As a result, creativity is not typically being fostered in mathematics students. As a response to this lack of focus on fostering creativity (in each of the science, technology, engineering, and mathematics disciplines--the STEM disciplines), a movement to integrate the arts emerged. This movement, called the STEAM movement--introducing the letter A into the acronym STEM to signify incorporating the arts--has been gaining momentum, yet limited research has been carried out on the efficacy of integrating the arts into mathematics courses. My experiences as the co-instructor for an activity-based course focused on projective geometry led me to consider the course as a setting for investigating both mathematical practices and arts integration. In this work, I explored the mathematical practices in which students engaged while working to develop an understanding of projective geometry through group activities. Furthermore, I explored the way in which students' learning experiences were enriched through artistic engagement in the course. I discuss mathematical play and acts of imagination--two mathematical practices in which students engaged, and which emerged from a grounded theory approach to analysis of the classroom data. In addition, I discuss particular ways in which artistic engagement, including creating two mathematically inspired artistic pieces, enriched students' learning experiences in the course. The six themes I address are artistic engagement (a) fostering mathematical play, (b) giving students the opportunity to make sense of pop-up topics, (c) providing students with the opportunity to develop coordination of mathematical tools, (d) allowing students to weave their personal experiences with mathematics, (e) contributing to students' notions of the connections between mathematics and art, and (f) changing students' relationships with art.
Download or read book Technology in Mathematics Education Contemporary Issues written by Dragana Martinovic and published by Informing Science. This book was released on 2012 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Standards for Preparing Teachers of Mathematics written by Association of Mathematics Teacher Educators (AMTE) and published by IAP. This book was released on 2020-02-01 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Also available in a black + white version AMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.
Download or read book Teaching Strategies for Proof Based Geometry written by Kristina Chaves and published by LAP Lambert Academic Publishing. This book was released on 2014-09-25 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aims is to discover the best methods for geometry students to master proof writing. Students who are taught how to write proofs in a traditional setting find proofs to be very difficult. Studies have been conducted regarding the use of dynamic geometry software in proof writing. To further study the effects of proof writing using dynamic geometry software, freshmen students enrolled in an honors geometry course at a high performing suburban high school in Louisiana were given several proofs to complete, along with self-reflection surveys. During phase one of this research, twenty-four students were allowed to use Geometer's Sketchpad while writing their proofs, while the other twenty-four students were using only paper and pencil to explore the figure involved in the proof. During phase two of testing, the control and experimental groups swapped places to uphold the equality standards of the course. Student self-reflection surveys show that some students enjoy writing proofs when using GSP, while others are indifferent. Along with the student surveys, the present study is an analysis of student work from those who had access to GSP to improve proof writing skills.
