InterMath | Workshop Support
Rockdale - Fall 2004

InterMath - Data Analysis

INSTRUCTOR: Sarah Ledford
OFFICE: 614 Aderhold Hall, University of Georgia, Athens, GA 30602
TELEPHONE: (706) 542-4177
FAX: (706) 542-4551
EMAIL: sledford@uga.edu

Click here to view participant pages!!

Course Policies:

Attendance: Attendance is absolutely essential to success in this class.  You are expected to attend every class; please notify the instructor if you know you are going to be absent.

 

Spending Time outside of Class: You can not expect to accomplish what you should from this course without spending time with the material outside of class. The usual expectation of 2 hours of study outside of class for every hour in class is a minimum. Please communicate with me as soon as possible if you are having trouble managing time - I want to help you get the most out of this course that you can.

 

1. GOALS ADDRESSED

Participants will:

2. IMPROVEMENT PRACTICES

Participants will gain knowledge and practice in developing instructional activities and strategies for teaching number concepts in the middle school classroom in order to positively affect student achievement. Participants will also improve their own mathematical competencies in the area of arithmetic.

3. COMPETENCIES

Participants will be able to:

4. PERFORMANCE INDICATORS

As a result of this course, participants will demonstrate their ability to:

5. COURSE REQUIREMENTS & ASSESSMENT

Participants will be assessed on the content and quality of their online portfolios. Feedback and suggested modifications for a select number of write-ups will be provided throughout the workshop. Assessment will be based on use of representation, analysis, appropriate selection and use of technological tools, creation of extensions, and accuracy of mathematics. In addition to the investigation write-ups, the participants will create two mathematics lessons that integrate technology for use in their own classroom.  Students will also maintain a reflective journal starting with the initial class meeting.

Electronic Journal: As a part of this course, you are expected to maintain a reflective journal (preferably online). This journal is a log of your experiences within the course. It should include thoughts about new skills and accomplishments that you acquire; critical incidents that occur; and your thoughts and feelings about content (mathematics/number sense investigations) and technology. If you are experiencing difficulty keeping a journal, discuss it with your instructor who can provide you with additional suggestions and assistance.
 

Electronic Portfolio of Write-ups: Each person will develop a personal Web Page for the course. There will be a set of "Write-up" projects. These are the "homework" for the course. Each Write-up will be prepared as an HTML document (i.e. a Web Page document) and linked to your personal web page.

What is a write-up?

The "write-ups" represent your synthesis and presentation of a mathematics investigation you have done --usually under the direction of one of the assignments. The major point is that it convincingly communicates what you have found to be important from the investigation. A write-up should communicate the essential material you have synthesized from your investigation. The format could be entirely in a word-processing document. After all, an HTML document is basically a word processing document with links. The HTML format, however, can combine narrative, pictures, and program applications in a dynamic document. Write-ups should be posted to your personal Web Page. If you work as a team on a write-up, post the write-up into each team member's Web Page but label collaborative effort. Criteria should include correct mathematics, use of technology, and how well you communicate. "Solution" might be another word for "Write-up."

Electronic Portfolio of Lesson Plans: Participants are required to create two mathematics lessons that integrate technology for use in their own classroom. The "lessons" are to be your creations of material to incorporate technology into classroom lessons. The material can be individual lessons or a unit of material. Your criteria should be on its usability in your classroom or in other peoples classroom and something you feel good enough about to share with colleagues over the web.

 

Final Exam:  This is a very short exam that should show some synthesis of material learned in this course.

6. COURSE OUTLINE

I. Classes 1-2

A. Introduction to InterMath
B. Introduction to Technology
C. Work through a data analysis investigation as a whole class using technology
D. Participants engage in Probability activities using Microsoft Excel

E. Participants complete their first web page write-ups to include in their online portfolios

III. Class 3

A. Participants engage in investigations dealing with calculating probability.
B. Participants complete web page write-ups to include in their online portfolios
C. Continued technological teaching and support (especially with Excel and the structure of a write-up)

IV. Classes 4-5

A. Participants engage in investigations dealing with theoretical and experimental probabilities.
B. Participants complete web page write-ups to include in their online portfolios

V. Class 6

A. Participants are introduced to dynamic geometry software.
B. Participants engage in activities dealing with probability and GSP to reinforce their GSP skills.
C. Participants complete web page write-ups to include in their online portfolios.

VI. Classes 7-8

A. Participants engage in investigations dealing with displaying and interpreting data
B. Participants are introduced to Graphing Calculator software

C. Participants engage in activities to develop their graphing calculator skills

D. Participants complete web page write-ups to include in their online portfolios.

VII. Classes 9-10

A. Participants engage in the mean, median and mode investigations
B. Participants add write-ups to their online portfolios

C. Participants revisit and revise one or more write-ups in their online portfolio.

VIII. Class 11

A. Participants complete investigations based on measures of dispersion.
B. Participants add write-ups to their online portfolios

IX. Class 12

A. Participants participate in a discussion about the significance of statistics.

B. Participants engage in investigations based on real-world statistics.
C. Discuss and brainstorm ideas about modifying InterMath experience for a middle school mathematics classroom 

X. Class 13

A. Each participant creates a technology-enhanced mathematical investigation for their own classroom.
B. Participants are encouraged to collaborate with each other for ideas and feedback.

C. Participants will add their lesson plan to their on-line portfolios.

XI. Class 14

A. Each participant presents their instructional activity to the entire class.
B. If the activity was implemented in the classroom, participant will discuss what went well, what was difficult, what can be improved, etc.
C. Each participant will take a mathematics exam

7.  MATHEMATICAL CONTENT EXPLORED THROUGH THE INVESTIGATIONS
 

Statistics

Probability

(Click Here to see a list of selected InterMath investigations clustered for Data Analysis )