Teaching Chapter 11

Report
TECHNOLOGY AND LEARNING
WITH TECHNOLOGY IN
MATHEMATICS AND SCIENCE
INSTRUCTION
Chapter 11
By: Gabby Benningfield & Casey
Hunt
1. While these tools are usually used more at the elementary level,
researchers report that they can also improve high school students’
attitudes towards mathematics.
A. Virtual manipulates
C. Calculator-based labs
B. Graphing calculators
D. Computer-based tutoring
2. Without this technology tool, it is difficult, if not impossible, for
students to move
from the symbolic realm of f(x)=x2-3 to the
equivalent graphical rendering on an x-y coordinate to its accompanying
numerical representation.
A. Virtual manipulative
C. Graphing calculator
B. Mathematical simulation D. Geometry software
3. These programs allow users to create and manipulate geometric
constructions.
A. Calculator-based laboratory (CBL) C. Interactive or dynamic math
manipulates
B. Computer algebra system (CAS)
D. Interactive or dynamic geometry
software
4. This software is often used to facilitate activities such as planning a
fund-raising activity or analyzing data from students’ counts of colors in a
bag of M&Ms or other candies.
A. Graphing calculators
C. Probeware
B. Counting software
D. Spreadsheets
5. Through virtual schools propose that these can be effective, some
science organizations object to them as poor substitutes for “the real
thing.”
A. Virtual manipulates
C. Distance mentors
B. Distance education courses
D. Virtual science labs
http://www.youtube.com/watch?v=Ik1BuiLy
MkY
INTEGRATING TECHNOLOGY FOR MATH
 Bridging
the gap between abstract and
concrete with virtual manipulatives

Benefits:
Abstract mathematics concepts more concrete
 Flexible environments that allow exploration
 Concrete representations of abstract concepts

INTEGRATING TECHNOLOGY FOR MATH
 Allowing
Representation of Mathematical
Principles

Benefits:
Visual depiction of abstract math concepts
 Environment that allows exploration




Graphing Calculators
Interactive or dynamic geometry
software
Computer algebra system (CAS)
INTEGRATING TECHNOLOGY FOR MATH
 Supporting

Mathematical Problem Solving
Benefits:
Gather data to use in problem solving
 Rich, motivating, problem-solving environments
 Opportunities to apply knowledge and skills

 Calculator-based
probeware)
laboratories (CLBs. or
INTEGRATING TECHNOLOGY FOR MATH
 Implementing

Data-Driven Curricula
Benefits:
Easy access to many data sets
 Real data and statistics to support investigations
 Develop skills in data analysis
 Allow exploration and presenting data

INTEGRATING TECHNOLOGY FOR MATH
 Supporting

math-related communications
Benefits:
Easy contact with math experts
 Promotes social interaction
 Teacher connection

INTEGRATING TECHNOLOGY FOR MATH
 Motivating

skill building and practice
Benefits:
Motivation for practicing foundational skills
 Guided instruction in a structured environment

Issues and Problems in Science Instruction
-Accountability for Standards in Science
-The Narrowing Pipeline of Scientific Talent
-Increasing Need for Scientific Literacy
-Difficulties in Teaching K-8
-Objections to Virtual Science Labs
Accountability for Standards in Science
•National Science Education Standards (NSES)
•The U.S. Department of Education and the National Science Foundation
Endorse mathematics and science curricula that “promote active learning,
inquiry, problem solving, cooperative learning, and other instructional
methods that motivate students”
•National Committee on Science Education Standards and Assessment
stated,
“school science education must reflect science as it is practiced,” and that one
goal of science education is “to prepare students who understand the modes
of reasoning of scientific inquiry and can use them”
•To integrate technology in the science classroom on a regular basis, one
must understand the meaning of technology in the context of science
teaching and learning.
The Narrowing Pipeline of Scientific Talent
•Great concern has grown about America’s ability to
compare in science, mathematics, and technology in the
future.
•Females and minority students- pursing studies in math,
science, and engineering fields.
•Trend could have serious consequences for the long-term
economic and national security of our country
Increasing Need for Scientific Literacy
• A need for ALL citizens to be scientifically literate in order to make
informed decisions that affect our country’s future.
•American’s economic and environmental progress depends on the
character and quality of the science education that the nation’s school
provide.
Difficulties in Teaching K-8
•Science is a rapidly changing area
•Elementary education teachers face a greater challenge
•One way to assist teachers in science is through professional
development (PD). Online PD opportunities help increase
elementary teachers to improve in these important areas.
http://www.learner.org
www.bioedonline.org
www.k8science.org
Objections to Virtual Science Labs
•Students need to DO not just see
•Hands-on/minds-on science- engaging in in-depth investigations with
objects, materials, phenomena, and ideas and drawing meaning and
understanding from those experiences.
•Virtual Schools can provide the science without the
danger
Technology Integration Strategies for Science Instruc
Technology Integration Strategies
Benefits
Sample Resources and Activities
Involving students in scientific
inquiry through authentic online
projects
•Internet project provide
environments that support all
phases of authentic science
experience
•Data Loggers
Globe Project: GLOBE Program:
http://globe.gov
Support for specific processes in
scientific inquiry
•Helps students locate & obtain
info to support inquiry
•Makes data collection & analysis
more manageable
•Makes phenomena easier to
visualize & understand
•Helps students communicate
results of inquires
CBLs and spreadsheets
Supporting science skills and
concept learning
•Allows students to simulate &
model various scientific processes
•Provides opportunities to engage
in problem solving
Poll Everywhere text message
(use cell phones as clickers)
http://www.polleverywhere.com
Engaging students in engineering
topics through robotics
•Gives students experience w/
engineering principles
•Gets students thinking abt
engineering careers
NASA’s Robotics Alliance project:
http:robotics.nasa.gov
Accessing science information and
tools
•Offers sources of information,
lesson plans on science topics
Telescopes in Education:
http://www.telescopesineducation.com
Other science resource websites
for teachers
•Offers sources of information,
lesson plans on science topics
National Science Education Standards
http://www.nap.edu
The Exploratorium Museum:
http://www.Exploratorium.edu
Needs and Challenges in Mathematics
and Science Instruction
Technologies are integral part of modern mathematics education and
science education because they are essential in the field themselves.
• Mathematics and Science Content Knowledge
-Training the workforce of tomorrow
• Mathematics and Science Pedagogical Knowledge
-Must teach in engaging and motivational, while
maintaining effective achievements.
• Mathematics and Science Technological
Knowledge
- Teachers must master the tools of technology
RELATED WEBSITES

http://www.nctm.org


http://mathforum.org/library


Free science tutorials and games
http://robotics.nasa.gov


Free Mathomatic computer algebra system
http://www.sheppardsoftware.com/science.htm


Texas Instruments Resources for Educators
http://www.mathomatic.org/math


Math Forum at Drexel-Internet Math Library
http://education.ti.com/educationportal


National Council of Teachers of Mathematics
International Technology and Engineering Educators
Association
http://handsonmindson.org

Science website engaging in in-depth investigations with
objects, materials, phenomena, and ideas and drawing
meaning and understanding from those experiences.
1. While these tools are usually used more at the elementary level,
researchers report that they can also improve high school students’
attitudes towards mathematics.
A. Virtual manipulates
C. Calculator-based labs
B. Graphing calculators
D. Computer-based tutoring
2. Without this technology tool, it is difficult, if not impossible, for
students to move
from the symbolic realm of f(x)=x2-3 to the
equivalent graphical rendering on an x-y coordinate to its accompanying
numerical representation.
A. Virtual manipulative
C. Graphing calculator
B. Mathematical simulation D. Geometry software
3. These programs allow users to create and manipulate geometric
constructions.
A. Calculator-based laboratory (CBL) C. Interactive or dynamic math
manipulates
B. Computer algebra system (CAS)
D. Interactive or dynamic geometry
software
4. This software is often used to facilitate activities such as planning a
fund-raising activity or analyzing data from students’ counts of colors in a
bag of M&Ms or other candies.
A. Graphing calculators
C. Probeware
B. Counting software
D. Spreadsheets
5. Through virtual schools propose that these can be effective, some
science organizations object to them as poor substitutes for “the real
thing.”
A. Virtual manipulates
C. Distance mentors
B. Distance education courses
D. Virtual science labs

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