**INTERMATH**

Instructor:

Elliot C. Gootman

Department of Mathematics

Room 502, Boyd Graduate Studies Building, UGA

Teaching Assistants:

Chad Galloway, cgallowa@coe.uga.edu

Evan Glazer, eglazer@coe.uga.edu

Summer Brown, sumtime27@hotmail.com

Office telephone: 706-542-2637

Math. Dept. Fax: 706-542-2573

Email: gootman@math.uga.edu

COURSE OBJECTIVES

- To deepen your conceptual understanding of the principles of middle school mathematics by means of problem-solving, investigation and exploration.
- To become familiar with the use of software as a tool for facilitating problem-solving, investigation and exploration.
- To use general tools(word processing, paint and draw programs, spreadsheets and the Internet) as well as mathematical software, to write up your investigations and explorations, and to post them on the Web.
- To write up and post lesson plans and mathematical problems and explorations suitable for middle school students to investigate with technology.

COURSE DESCRIPTION

The course will meet its objectives by modeling the use of technologyas
a tool for mathematical problem-solving, exploration, investigationand
communication. Group work is encourages so that students canmodel
for each other. All materials for the course are maintainedon
an Internet Web page site and students will create and useweb
documents in the course. Students will post the results oftheir
explorations and investigations, and will also post explorationsand
investigations suitable for use by middle school students.

The following technologies will be used in the course:

Hand Held Calculators such as TI-81, TI-82, or TI-83

Graphing Calculator 3.0 (from http://www.pacifict.com)

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

Spreadsheets (Excel recommended)

Web Page Browser (Netscape 4.76 recommended)

Web Page Authoring Tool (Netscape 4.76 recommended)

No prior knowledge of any of the above technologies is assumed.However, it is assumed that you have access to computers and tothe above tools outside of the Intermath class. The usual expectationof two hours of study outside class for every hour in class isprobably a minimum.

COURSE ASSIGNMENTS:

There is no textbook. All assignments will be given and turnedin
via the Web.

GRADES AND REQUIREMENTS:

Grades will be based upon attendance, participation (on the computer,working
with others, in class discussions and on investigations),write-ups
and lessons.

- There will be 13 assignments, each corresonding with a different unit on the InterMath Web site. There will be a "write-up" for each assignment.
- Each person will develop a personal Web Page for the course. Each write-up will be an HTML document (i.e., a Web page document) and linked to your personal Web Page.
- Lessons for middle school students. These will be a part of your personal web site, but eventually will be placed or linked to a library of lessons available to all InterMath participants.
- 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 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".
- What is a lesson? The "lessons" are to be your creations of material to incorporate technology into your 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. You can also look at the criteria of factors and strategies to ask questions developed by the students in the class. While not a complete lesson with directions for the teacher, this miniature golf activity is an example that has been created by an InterMath participant and used in her sixth grade math class after exploring the investigation All Swimmed Out. She has also created activities about: jogging and millionaires (Excel), salary and soccer (Excel), properties of angles (GSP), the gymnast (Excel) ratio of areas and perimeters of similar triangles (GSP), maximizing area with a fence (GSP), surface area and volume of packages (GSP), and mystery quadrilaterals (GSP).

CLASS PARTICIPANTS

Karen Caporino

Joy Sapp

Jodie McMichael

Judy Powell

Mike Callinan

Peggy Reigle

Dr. Elliott Gootman

TENTATIVE SCHEDULE

February 26 -- Orientation and Overview

March 5 -- Getting Started

March 12 -- Algebra Patterns

March 19 -- Geometry -- Triangles

March 26-- Number Concepts -- Fractions & Decimals

April 2 -- Spring Break - No Class

April 9-- Data Analysis -- Statistics

April 16 -- Algebra -- Graphing

April 23 -- Geometry -- Circles

April 30 -- Number Concepts -- Ratio, Proportions, & Percent

May 7-- Geometry -- Quadrilaterals

May 14 -- Number Concepts -- Integers

May 21 -- Geometry -- Polygons

May 28 -- Data Analysis -- Probability

June 4-- Algebra -- Functions & Equations

June 11 -- Final Session & Wrap-Up