operation: algebra collaborating to collect and assemble quality math content for understanding and...
TRANSCRIPT
Operation: Algebra
Collaborating to collect and assemble quality math content for understanding and applying basic
algebra
Participants
• Joann Flick, Agency for Instructional Technology, [email protected]
• Laura Hunter, Utah Education Network [email protected]
• Linda Hanson, Wisconsin Educational Communications Board [email protected]
• Sandy Pelham, Florida Knowledge Network [email protected]
• Danny Henley, KERA [email protected]
Introduction
• NCTM focal points (Sept 2006)• the use of the mathematics to solve
problems; • an application of logical reasoning to justify
procedures and solutions; and• an involvement in the design and analysis of
multiple representations to learn, make connections among, and communicate about the ideas within and outside of mathematics.
Introduction
Students need:• to assess and apply correct mathematical
processes• to be persistent and explore different ways
to view a problem• to recognize when a selected solution
won’t work• to be able to adjust strategies and check
their solutions
Introduction
Teachers need:• to provide multiple representations of math
concepts• to motivate learners to engage in algebra• to assess the success of their practice and make
adjustments• to make connections from classroom algebra to
real-life
Concept Themes
• Algebraic operations• Equations & inequalities• Linear equations
Resource Areas
Four separate goals/two different audiences:1. Professional development for teachers2. Motivating students by showing real-life
applications of math in careers3. Modeling persistence & creativity for
learners4. Visualizations/animations/simulations
Conceptual Outline
Concept Themes + Topics for Resource Area materials = a calibrated way to assemble and utilize resources to address this need
Professional Development
• Motivating learners• Productive and diagnostic
assessments• Real-life applications of algebra• Project-based learning• Action research
Motivating Learners
KERA’s leadership• Samples of career profiles:
– Construction– Agriculture– Manufacturing– Hospitality/travel– Design– Engineering– Retail– Natural Resource Management
Modeling
• Making pictures• Using models• Using graphs & tables• Testing a solution• Rethinking a problem• Explaining why formulas work
Visualization/Animation/Simulation
• Real-world applications• Rates and ratios• Distributive property• Visualizing literal equations• Graph linear equation values• Define slope• Direct variation• Point-slope
References• High School graduation requirements: Mathematics (2005). Prepared by the Education
Commission of the States, Denver: CO. Retrieved July 23, 2006 from: http://mb2.ecs.org/reports/Report.aspx?id=900
• Hodgins, W. (2003). The next big thing is getting small (report on presentation at the 2003 AECT Convention, Anaheim, CA). TechTrends Volume 48 Number1.
• Merrill, M. D. (2001). First principals of instruction. (Submitted for publication to Educational Technology Research and Development).
• National Council of Teachers of Mathematics, The (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: a quest for coherence. Reston, VA: NCTM.
• NTTI; Thirteen/WNET (2006). Retrieved April 25, 2006 from: http://www.thirteen.org/edonline/ntti/
• National Research Council (2000). How people learn: Brain, mind, experience and school. Washington, D.C National Academies Press.
• Seely Brown, J. (1999). Learning, Working, and Playing in the Digital Age. Retrieved 040806 from: http://serendip.brynmawr.edu/sci_edu/seelybrown/
• Wiley, D., editor (2002). Instructional use of learning objects, the. Bloomington, IN: Association for Educational Communication & Technology/Agency for Instructional Technology
