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Discussion and practice of higher order thinking skills. |
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Review of mathematics content knowledge related to each topic. |
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Development of software evaluation process and form, including relevance to grade level, race and gender bias, critical thinking skills utilized, usefulness for remediation or enrichment, cost, and technological support required. |
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Using the process and form, evaluate several software packages. This will be done in grade level teams with each team evaluating several software packages in at least two content areas. |
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Exploration and evaluation of web-based resources. |
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Develop thematic units to integrate software and web-based resources into an inclusive teaching and learning experience in the classroom. |
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Develop Software and internet recommendations for parents and others who may wish to use technology for student assistance or enrichment. |
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Develop authentic assessment to determine success of integrating this technology into mathematics units. |
| 2. Teachers implement thematic units in classrooms during the regular school year and utilize authentic assessment techniques. Project directors, education faculty, and participating teachers conduct site visits for peer coaching and support. Five site visits per semester are planned. September 2001 - May 2002. |
| 3. Participating teachers are invited to give guest lectures in Columbia College education courses. Technology evaluation and assessment techniques are incorporated into preservice education courses including MATH 115, Number Systems, Geometry and Statistics and EDUC 358, Teaching Mathematics in the Elementary and Middle Schools. (Fall 2001, Spring 2002) |
Subject Content: |
| Subjects to be covered will be drawn from Grades K-5 mathematics curricula. The specific content areas to be covered will fall into the general categories of discrete mathematics, geometry, pattern recognition, and number theory. Possible topics are place value, fractions, perimeter and area, measurement, counting, time, and money. During the summer course, each topic wil be reviewed by mathematics faculty and participants to enhance content knowledge before software and other technology are addressed. Research shows that content knowledge is essential for good teaching, and Objectives 1 and 2 specifically address this aspect. The pedagogical skills will include evaluating technology and incorporating technology into thematic units. |
