Raven Wallace

342 Erickson Hall

353-9272

**Office Hours**: In person: By appointment

Online: By appointment (www.tappedin.org,
room 2101)

This course is designed for practicing teachers of mathematics in grades K-12.^{[i]
}The work in the class will be organized around the middle grades (5-8)
to insure that both the mathematics and the technology are accessible to all
CEP805 students.^{[2]}

The course develops around two fundamental problems we grapple with as mathematics teachers who use technology:

**Why** use technology for
mathematics teaching and learning?

**What** technology is
effective for mathematics teaching and learning, and for what mathematics?

Technology is good for some things, but not for others. We will explore the affordances of various technologies for learning mathematics. This will entail considering both how students learn mathematics and what the mathematics is that we want them to learn.

Although it would be impossible to "cover" the territory of technologies designed for learning and doing mathematics, we will use a variety of technologies in order to understand the range of possibilities they afford, and the kinds of mathematics they support. Interactive video, calculators, data representation, and simulation will be explored through one or more technologies.

The concepts underlying the course are illustrated in the map below. Although we will not have time to discuss each of these ideas in depth, they will surface and resurface as the class progresses.

This course will be a combination of discussion and lab sessions. The success of our discussions depends on your participation and preparation each week. In the lab sessions, we will explore technologies available in the lab and work together to evaluate, analyze, and develop those technologies for classroom use. Attendance is required. Your participation in both discussions and lab work is an essential part of both your learning and the learning of others. Reading will be assigned each week; writing assignments will be frequent during the semester.

There are four main course assignments: a software review; a calculator teaching and "studenting" activity; a lesson plan and "scenario" for one of the primary technologies we use during class (Jasper, TI73 calculators, TableTop, SimCalc); and a unit plan and scenario for a technology of your choosing. Each of these assignments will be explained in detail as the semester progresses. Participants are expected to complete all phases of all the assignments in a timely manner. Our exam period, Thursday, December 13, 8-10pm, will be used for presentation of your final projects, the unit and scenario.

__Software review:__ You will select a piece of software
or a Web-based activity from a list provided by the instructor (with additions
by class members.) Your review will include a description of the technology,
what it offers for mathematics teaching and learning, and your analysis of its
strengths and weaknesses. The
reviews should be written for an audience of teachers and should be aimed at
publications such as the NCTM publications *Teaching Children Mathematics,
Mathematics Teaching in the Middle Grades, *or *The Mathematics Teacher*.
Due: September 27.

__Calculator teaching and studenting activity__: We will
be using TI73 calculators during this class – a calculator will be checked out
to each of you at the appropriate time. Working in a small groups of teachers
in similar grade levels, you will create (or find and adapt) a lesson plan for
using the TI73. In our class on October 11, one member of each group will teach
the lesson; others in the group and in the rest of the class will play the role
of students. The lessons (one from each of approximately four groups) will be
video-taped for later discussion. Due:
October 11. Modified Due Date: October 18

__Lesson plan and scenario.__ During the class, we will explore four different technologies
together: Jasper, TI73 Calculators, TableTop, and SimCalc.
You will choose one of these technologies and develop a lesson plan for
using it with your class. Once you have developed your plan, you will write
an imaginary lesson – a narrative about what you would expect to happen in one
hour's teaching of that lesson. More
details will be provided about what to include in the plan and the scenario.
Due: November 8. Modified Due Date November 15.

__Unit and scenario for a technology of your choosing__:
For your final project you will choose a technology that you might actually
use in your classroom, develop a plan for using it, and write a scenario about
its imagined use with your students. Due:
December 13. Modified Assignment. Option 1 is the assignment
described above -- a unit plan, lesson plan, and scenario. Option 2 is an annotated
Web site with resources you can use in your classroom and a brief description
of how you will use them. See the October 18 agenda
for a complete description of these options.

Students' grades will be based on class participation and successful completion of the class assignments. The approximate breakdown of the grade will be as follows:

Participation across the semester: 50%

Software Review: 10%

Calculator Teaching and Studenting: 10%

Lesson Plan and Scenario: 15%

Final Assignment: 15%

Additional details about each assignment will be available as the semester progresses.

Look at the week by week schedule for details about weekly reading and other assignments

Cognition and Technology Group at
Vanderbilt CTGV. (1997). __The Jasper project: Lessons in curriculum,
instruction, assessment, and professional development__. Mahwah, NJ: Lawrence
Erlbaum Associates, Publishers.

International Society for
Technology in Education. (1999). __National educational technology standards
for students: Connecting curriculum and technology__. Eugene, OR:
International Society for Technology in Education (ISTE) NETS Project.

National Council of Teachers of
Mathematics. (2000). __Principles and standards for school mathematics__.
Reston, VA: National Council of Teachers of Mathematics.

Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of
mathematics education. __American Educator, 16__(2), 14-18, 46-47.

Becker, H. J., & Anderson, R. E. (1999). __Internet use by teachers:
Conditions of professional use and teacher-directed student use__ (Report
#1). Irvine, CA: Center for Research on Information Technology and Organizations
(CRITO), University of California, Irvine. Available online at http://www.crito.uci.edu/toc/html/findings.html
(report #1)

Erlwanger, S. H. (1973). Benny's conception of rules and answers in IPI
mathematics. __Journal of Children's Mathematical Behavior, 1__(2), 7-26.

Fey, J. T., & Hirsch, C. R. (Eds.). (1992). __Calculators in
mathematics education: NCTM 1992 Yearbook__.: National Council of Teaches of
Mathematics.

Hembree, R., & Dessart, D. J. (1992). Research on calculators in
mathematics education. In J. T. Fey & C. R. Hirsch (Eds.), __Calculators in
mathematics education: NCTM 1992 Yearbook__ (pp. 23-32): National Council of
Teaches of Mathematics.

Lampert, M. (1995). Managing the tensions in connecting students' inquiry
with learning mathematics in school. In D. N. Perkins & J. L. Schwartz &
M. M. West & M. S. Wiske (Eds.), __Software Goes to School__ (pp.
213-232). New York: Oxford University press.

Roschelle, J., Kaput, J. J., & Stroup, W. (2000). SIMCALC:
Accelerating students' engagement with the mathematics of change. In M. J.
Jacobson & R. B. Kozma (Eds.), __Innovations in science and mathematics
education: Advanced designs for technologies of learning__ (pp. 47-75).
Mahwah, NJ: Lawrence Erlbaum Associates.

Waits, B. K., & Demana, F. (2000). Calculators in mathematics
teaching and learning: past, present, and future. In M. J. Burke & F. R.
Curcio (Eds.), __Learning Mathematics for a New Century: NCTM 2000 Yearbook__
(pp. 51-66). Reston, VA: National Council of Teachers of Mathematics.

Wenglinsky, H. (1998). __Does it compute? The relationship between educational
technology and student achievement in mathematics__. Princeton, N. J.: Educational
Testing Service. Available online at http://www.ets.org/research/pic/pir.html

Links to Web sites about mathematics: http://www.msu.edu/course/cep/805/mathlinks.htm

Seven questions for evaluating technology: http://www.msu.edu/course/cep/805/sevenques.htm

Look at examples of answers to the seven questions here: http://www.msu.edu/course/cep/805/questionexamp.htm

[i] Most of the students taking this class are current, practicing teachers. Many are students in the Master's in Educational Technology program in the department of Counseling, Educational Psychology, and Special Education (CEPSE) at the College of Education. This course is designed for teachers in that program, and assumes that students in the class have a classroom in which they can use technology. If you are registered for this course, and you do not currently have a classroom, you will need to make arrangements to have access to an environment in which you can teach with technology. Several of the assignments call for you to have a particular setting and particular students in mind when you design a lesson, and in some cases, to actually teach the lesson you design.

[2] Expertise
in and experience with technology are __prerequisites__ for this class. This
is a MASTER's class in the third year of an educational technology degree –
you need to start the class with technology skills, not expect this class to
teach the basics! The MINIMUM level
of competency required to successfully complete this course is outlined on the
Tech Competency Requirements document
found here and online at our Blackboard
Web site (http://blackboard.msu.edu).
Please review this document and make your plans accordingly

Created: August 20, 2001

Last Modified: October 18, 2001