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NECC Conference
NECC 2007 >
June 2427, 2007
Theme: 21stCentury
Teaching & Learning: Mathematics
Title: The Dynamic Classroom: Teaching and Learning Mathematics
with Technology
Description:
Participants will experience dynamic activities that
incorporate
significant software environments (e.g., spreadsheets, Internetbased
Microworlds, and Geometer's Sketchpad) that help students get after
powerful mathematical ideas.
Scheduled: Tuesday,
6/26/2007, 12:30pm– 1:30pm
Location: TDB midMay
Presenters

Ihor
Charischak, Stevens Institute of Technology–CIESE
Greg Bartus, Stevens Institute of TechnologyCIESE
Cynthia Bulson, Lincoln Middle School, Passaic NJ
Brielle Erazo, Lincoln Middle School, Passaic NJ
Lisa Jeter, Public School 14, Passaic NJ
Soany Montilla, Lincoln Middle School, Passaic, NJ
Stephanie Tidwell, Lincoln Middle School, Passaic NJ


General Information




Theme and Strand 
21stCentury
Teaching & Learning:Mathematics 


Session Title 
The Dynamic
Classroom: Teaching and Learning Mathematics with Technology 


Session Description 
Participants
will
experience dynamic activities that incorporate significant software
environments (e.g., spreadsheets, Internetbased Microworlds, and
Geometer's Sketchpad) that help students get after powerful
mathematical ideas. 


Keywords 
mathematics,
technology, dynamic, software, Internet 


Exhibitor Status 



Commercial Content 



Audience Type 
Curriculum
Specialists
Staff Developers
Teachers
Teacher Educators
Technology Coordinators
Technology Integration Specialists 


Audience Level 
68 


NETS•S 
6 


NETS•T 
III 


NETS•A 



NETS Summary 
NETSS 6: The
activities presented are problem based technology activities that will
engage students in learning math.
NETST
III: Teachers will clearly see how these activities fit in to their
curriculum and thus be able to implement them in the classroom.


Proposal Summary




Purpose & Objectives 
Goal #1.
Participants will learn about the attributes of the Dynamic Classroom.
There
are six areas or domains of knowledge of teacher proficiency that
correlate with the successful implementation of technology in the
classroom. These are:
1. Ability to use and access resources such as computer
software and websites on the Internet.
These
resources offer unlimited possibilities for classroom and personal use.
Teachers need to feel comfortable using these resources and be able to
apply them to a variety of classroom situations.
2. Creating technology oriented learning environments.
Teachers are comfortable with and skilled at:
 Using a projection device and a onecomputer station to
lead a whole class discussion or activity involving multiteams.
 Organizing a small number of computers in the classroom for
individual or group activities and projects.
 Taking advantage of a computer (or wireless laptop) lab
where there is at least a onetoone ratio of computers to students.
3. Exploring and learning mathematics with technology
For
teachers software tools becomes a vehicle developing a deeper
understanding of the mathematics they are teaching. For example, a
spreadsheet program is an excellent vehicle for getting teachers to
come up with conjectures to questions that depend on collected,
analyzed, and graphically displayed data.
4. Employing effective teaching strategies and discourse.
Teaching
in a technology rich environment challenges and encourage teachers to
adopt an more interactive way of teaching. Here teachers add new roles
to their repertoire. They become coaches, resource managers, master
learners, discussion leaders, and observe/evaluators and will continue
to refine their didactic strategies.
5. Personalizing the curriculum.
Since
the textbook usually defines the curriculum most teachers look to the
teacher's guide for ideas to help them teach a particular lesson more
effectively. Unfortunately, the guides are not very helpful when it
comes to technology. The activities tend to be generic and need
modifications in order for them to be useful. The CIESEmath curriculum
provides more interesting technology and standardsbased activities. By
integrating these activities into their curriculum, teachers are taking
a more active role in modifying, learning about and personalizing the
mathematics lessons they teach.
6. Developing Assessment Strategies.
With
the introduction of an innovation, it is important to be able to ask
and answer the question, "How are we doing?" both from a teaching and
learning perspective. For example, teachers (in workshops) and students
(in the classroom) can be encouraged to share what they have learned by
exhibiting their knowledge to their classmates and the larger
community. Students and teachers may, over time, develop a portfolio of
their accomplishments.
When teachers are able to apply these
knowledge domains in the classroom the result is a dynamic learning
environment. The first three areas  resources, teacher’s knowledge and
interest in math, and the way the room is set up for classroom
activities  is the "background" for the classroom event that will take
place. The well thought out lessons provide a script based on Standards
 either very specific or in broad strokes  that suggests to the
teacher what is important for students to know and what overarching
questions they need to have their students understand. The curriculum
may offer suggestions as to the kind of discourse that students have
with their teachers and each other. It would include guidelines for
assessment to determine whether the mission of the school is being
carried out. The resources, teacher’s math knowledge, and the learning
environment set the stage, while the dynamics of the curriculum
(context), the discourse (engagement in the activity), and assessment
(reflection) determine the success of the lesson or activity.
For
the past 17 years the speaker has worked on developing activities
(called CIESEmath) that support the spirit of the dynamic classroom. He
will share several of them during the session in the context of the
knowledge domains. For more detail on the activities see
Goal #2. Participants
will experience a
series of unique & compelling activities that incorporate
significant software environments (Spreadsheets, Microworlds, Sketchpad
and Web Applets) that will help a teacher to engage students in gaining
a deeper understanding of powerful mathematical ideas.



Outline 
The speakers
will
share 6 vignettes that illuminate the knowledge domains needed to
effectively implement the Dynamic Classroom. Each activity is presented
via multimedia and will take about 58 minutes. The 6 activities are:
1 Road Sign & Bus Problem
What's the problem with word problems? At the heart of the problem is a
very simple, yet powerful idea: making sense.
2. Fraction & Decimals Darts: How do you find a number between two
numbers?
The object of the Fraction & Decimal Darts challenge is to "pop"
balloons located on a number line between 0 and 1.
3. Learning Mathematics Dynamically with Geometer's Sketchpad: What can
spin wheels teach you about Geometry?
4. The Famous Jinx Puzzle
Pick
a number, Add 11, multiply by 6, subtract 3, divide by 3, Add 5, Divide
by 2, Subtract the original number. Why is this called the Jinx puzzle?
Will it always work? We'll find out using a spreadsheet simulation.
5. The Noon Day Project: Measuring Circumference of the Earth
This
activity which involves participants from around the world recreating
the experiment that Eratosthenes did 2200 years ago where he used
shadow measurements to measure the circumference of the earth.
6. The Great Green Globs Contest
Change
the paradigm for teaching and learning. See video clips of how this
activity transforms student’s attitude toward learning.



Supporting Research 
Lappan, G.
(2000). A Vision of Learning to Teach for the 21st Century. School
Science and Mathematics. 100(6)
LoucksHorsley,
S., Hewson, P., Love, N. & Stiles, K. E. (1998). Designing
professional development for teachers of science and mathematics.
Thousand Oaks, CA: Corwin Press.



Special Emphases 
incorporates
global collaboration
addresses participants using existing technology 


Presenter Background 
Ihor Charischak
has
been leading projects dealing with technology applications in
mathematics education at the Center for Innovation in Engineering and
Science Education (CIESE) at Stevens Institute of Technology since
1990. He has more than 30 years experience as a classroom teacher and
teacher educator. He is the founder of the Council for Technology in
Mathematics Education (CLIME) an affiliate of National Council of
Teachers of Mathematics (NCTM) and is an active member on their
technology committees. He is currently on the Editorial Panel for the
NCTM 2005 Yearbook on technology and mathematics. In past years,
Charischak has managed a telementoring program linking scientists and
engineers from NASA's Goddard Space Flight Center and middle school
teachers in New Jersey. He is currently managing a professional
development project in Elizabeth, NJ where he is working with eleven
schools to help strengthen teacher content knowledge and pedagogy as
well as help them align their textbook lessons with more engaging,
technology based activities and projects. He is also is leading a
monthly workshop series at Stevens called Technology in Mathematics
Education (TIME) for educators in the New Jersey/New York area which is
a synthesis of his best teaching and learning strategies that he has
developed over the past 15 years. He received his Masters in Computers
in Education from Columbia Teachers College and B.S. in Mathematics
from Long Island University. 


Prerequisites 
interest in
middle school level mathematics 


Primary URL 
http://www.stevens.edu/ciese/math/NECC07 


Referenced Web Links 
http://www.stevens.edu/ciese/mathprojects 
Planning for the NECC 2007

