Intermath | Rockdale Modeling in Geometry Workshop Syllabus, Spring 2004

    

 

Geometry

Instructors:
Sarah Ledford, sledford@coe.uga.edu

A. Kursat Erbas, aerbas@coe.uga.edu


Office Address:

614 Aderhold Hall

University of Georgia

Athens, GA 30602

Telephone: (706) 542-4177

Fax: (706) 542-4551

 

Office Hours: Upon request.

 

Important Information:

InterMath Website

http://www.intermath-uga.gatech.edu

 

 

Click Here to get detailed instructions to access and modify your homepage and publish write-ups.

 

How to get into your folder by Microsoft Front Page?

From menu bar select: "File"-->"Open Web"

Web Name: http://www.intermath-uga.gatech.edu/tweb

User Name: im-rock-geom

Password: (given by the instructor)

Select folder “rockdale-geom” ŕ your folder name

How to get into your folder by InterMath Web-based FTP?

URL: http://www.intermath-uga.gatech.edu/ftp

User Name: im-rock-geom

Password: (given by the instructor)

Select folder “rrockdale-geomŕ your folder name

How to get into your folder by WS_FTP?

 

        ProfileName: intermath-tweb

        Hostname/Address: www.intermath-uga.gatech.edu

        Host Type: Automatic Detect

        User ID: ceismctech\im-im-rock-geom

        Password: (given by the instructor)

        Select folder “rockdale-geomŕ your folder name

 

Click Here to go to participants list

Course Policies:

This course will concentrate on using various software applications to solve mathematics problems, to organize pedagogical demonstrations, and to set up problem explorations. All materials for the course are maintained by an Internet Web page site and students will create and use web documents in the course.

The emphasis is on exploration of various mathematics contexts to learn mathematics, to pose problems and problem extensions, to solve problems, and to communicate mathematical demonstrations.

The following technologies will be used:

Geometers Sketchpad 4.04 (from http://www.keypress.com)

Graphing Calculator 3.2 (from http://www.pacifict.com)
Spreadsheets (recommend Microsoft Excel)
Hand Held Calculators such as TI-81, TI-82, or TI-83 (TI: Texas Instruments)

Web Page Browser (recommend Netscape 7.0 or Internet Explorer)
Web Page Authoring Tool (recommend
Microsoft Front Page or Microsoft Word)

2. GOALS ADDRESSED

Participants will:

·         Expand and strengthen their mathematical knowledge and capabilities, specifically in the domain of geometry by investigating challenging geometry problems

·         Engage in problem solving by identifying patterns, forming conjectures, and developing proofs through the use of technology

·         Use mathematics-specific technologies such as dynamic geometry software, graphing programs, spreadsheets, and the Internet to explore geometry investigations

·         Write and post online solution processes to the investigations using web page development software

·         Develop instructional activities and strategies that incorporate technology-enhanced mathematical investigations

·         Develop a network of peer educators available for continued support during and following the workshop

3. IMPROVEMENT PRACTICES

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

4. COMPETENCIES

Participants will be able to:

·         Select and use appropriate technological software to explore, analyze, and represent geometry problems

·         Communicate their mathematical thinking by expressing their reasoning, analysis, and extensions of the mathematical concepts associated with an investigation in written, verbal, and visual forms

·         Modify geometry investigations for appropriate use in classroom

·         Make connections between InterMath Institute experiences and standards-based reform documents, such as the NCTM standards

5. PERFORMANCE INDICATORS

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

·         Incorporate technology into the learning and teaching of geometry concepts

·         Communicate mathematical understanding of a variety of geometry concepts in the form of an online portfolio of investigation solutions

·         Plan instructional activities based on InterMath experiences

6. 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 also create two mathematics lessons that integrate technology and geometry 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. 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/geometry 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. Participants are required to create at least ten write-ups. Each Write-up will be prepared as an Microsoft Word 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. 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."

 

Click here to see a template for write-ups.

 

Electronic Portfolio of Lesson Plans: Participants are required to create two mathematics lessons that integrate technology and geometry 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.

 

Click here to see a template for lesson plans.

8. COURSE OUTLINE

I. Class 1

A. Introduction to InterMath
B. Introduction to Technology
C. Work through a geometry investigation as a whole class using technology
D. Discuss the components and structure of a write-up (including extensions)

II. Class 2

A. Participants engage in investigations in Points, Lines and Planes
B. Participants begin their first web page write-ups to include in their online portfolios
C. Continued technological teaching and support (especially with GSP and the structure of a write-up)

III. Class 3

A. Participants engage in the Circles investigations
B. Participants add write-ups to include in their online portfolios
C. Continued technological teaching and support (especially with GSP and the structure of a write-up)

IV. Classes 4-5

A. Participants engage in the Triangle Investigations
B. Participants add write-ups to their online portfolios

C. Introduction of spreadsheet program

V. Classes 6-7

A. Participants engage in the Quadrilateral Investigations
B. Participants add write-ups to their online portfolios
C. Introduction of graphing program

VI. Class 8

A. Participants engage in the Polygon Investigations
B. Participants add write-ups to their online portfolios

C. Discuss and brainstorm ideas about modifying the InterMath experience for a middle school mathematics classroom

VII. Classes 9-10

A. Participants engage in the 3-D Object Investigations
B. Participants add write-ups to their online portfolios

VIII. Class 11

A. Participants explore systems of measurement and Logic investigations
B. Participants add middle school lesson plan to their online portfolios

IX. Class 12

A. Participants engage in Coordinate Geometry Investigations
B. Each participant creates a technology-enhanced mathematical investigation for their own classroom
C. Participants add middle school lesson plan to their online portfolios

X. Class 13

A. Participants engage in Transformational Geometry Investigations
B. . Participants add write-ups to their online portfolios
C. Participants should work on a lesson plan consistent with InterMath for their students

XI. Class 14

A. Each participant will take a Geometry exam

B. presents their entire instructional activity to the entire class
C. Class will provide feedback on the lesson plan

9.  MATHEMATICAL CONTENT EXPLORED THROUGH THE INVESTIGATIONS
(
Click Here to see a list of selected InterMath investigations clustered for Geometry )

Points, Lines and Planes

Circles

Quadrilaterals

Triangles

Polygons

3-D Objects

Rockdale County "Modeling in Geometry" Participants

Bren Daniel

Carole Jackson

Dawn Werner

Jill Murphy

Jim Taylor

Jeanine Wilson

J Mistowski

Kelly Elder

Mary Wolfe

Nancy Crotty

Nicole McDowell

Nicole Vater

T A Raines