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Supporting Math Education with Technology

Supporting Math Education with Technology. An Incomplete Guide to Resources and Ideas for New Math Teachers Marissa Treinen Jim Vanides February 2001. Agenda. Purpose Personal Introductions Discussion: Evaluating Technology

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Supporting Math Education with Technology

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  1. Supporting Math Education with Technology An Incomplete Guide to Resources and Ideas for New Math Teachers Marissa Treinen Jim Vanides February 2001

  2. Agenda • Purpose • Personal Introductions • Discussion: Evaluating Technology • It’s not the technology, but It’s How You Use It – Exploring Microsoft Excel in the Classroom • “How can I …” web-site introduction • Exploration and Evaluation • Debrief Discussion: Hopes and Concerns

  3. Purpose • To introduce possible technologies for • Your math students • Your own ongoing professional development • To have a dialog about learning and technology • To create a framework for evaluating technology (and hopefully help you prepare for your upcoming assignment)

  4. Discussion:Evaluating Technology Developing Criteria: How can you tell what’s really good? (a Mind Map Brainstorming Experience)

  5. Using MS Excel in the Classroom What Learning Affordances Does MSExcel Provide? • What it can do: A discussion of features and functions • How you can use it: A brief look at some example lesson plans

  6. Math Learning Issues: “How can I …” Our “incomplete sampling” of technologies that answer math teachers’ questions - Using The Mind Map - ldt.stanford.edu/~jvanides/math/

  7. Exploration and Evaluation • In groups of 2, explore one of the “samples of technology for math” marked by a STAR and rate the site (online survey). • Explore any of the other sites • After 45 minutes, we’ll regroup and debrief

  8. Debrief: hopes and concerns

  9. A few closing thoughts… The mere existence of these tools in the classroom provides no guarantee that student learning will improve; they have to be part of a coherent education approach… …not just rich sources of information, but also extensions of human capabilities and contexts for social interaction supporting learning. How People Learn, p.216, 230

  10. One Last Survey, Please! Please let us know if this session was helpful to you, and how to improve it for the future: ldt.stanford.edu/survey/3.php

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