1 / 14

Teaching Math TEKS Through Technology Training-of-Trainers!

Explore probability and statistics using technology. Learn to become judicious users of technology in math instruction. Developed by Region 4 Education Service Center and Texas A&M University.

monikam
Download Presentation

Teaching Math TEKS Through Technology Training-of-Trainers!

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Place a green sticky dot on each of the four posted statements in the location that best corresponds to your response.

  2. Welcome to the Teaching Mathematics TEKS Through Technology Training-of-Trainers! Grades 6-8

  3. Developed in Collaboration by Region 4 Education Service Center Texas A & M University – Commerce Funded by the Texas Education Agency

  4. Goals for the next two days: • Explore meaningful mathematics related to probability and statistics. • Experience how technology supports mathematical learning. • Become judicious users of technology.

  5. Components of the Two Days Engage Explore/Explain Cycles (3) 5E Instructional Model Elaborate Evaluate

  6. Components of the Two Days Cognitive and Metacognitive aspects Red Folders Complete Presenter Binder

  7. Name Your Source!

  8. Archival data – will not usually change. Examples of sources include historical data and medical records. • Dynamic data – subject to change as data is updated. An example would be survey results that are updated with each new response. • Categorical data – reflect data organized by category rather than number. The frequencies of the data are counted. Examples include favorite color and birth month. • Numerical data – reflect measurable, quantifiable attributes. The measures, rather than the attributes, form the data.

  9. When might an archival data source support the learning of the math TEKS? • When might a dynamic data source support the learning of the math TEKS? • Are trends more apparent in data resulting from an archival or a dynamic data source? Why?

  10. What are the limitations of an archival data source? • What are the limitations of a dynamic data source? • How might these limitations impact the learning of the math TEKS?

  11. What topics in middle school mathematics could be fashioned or refashioned to rely on data?

  12. How do internet-based data sources serve to engage students in the learning process? • How might you use internet-based data sources to assess student learning?

  13. Looking at the two Venn diagrams, how are the data sources related? • Looking at the two Venn diagrams, how are the data sources different?

  14. Why ponder data?

More Related