## A Technology-based Grant for Transformative Learning

The
Standards for Mathematics emphasize higher order thinking skills in content and
practice. Some of the key points are:
- The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels - rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.
- The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.
- The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
Additionally, the CCSS emphasize the Standards for Mathematical Practice, a set of practices that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance and are not specific to grade-level, but should be intertwined in all mathematics education: problem solving, reasoning and proof, communication, representation, and connections, adaptive reasoning, strategic competence, conceptual understanding, procedural fluency and productive disposition. |
## Overview
## Transformation
## the Total PaCKage
## Evaluation
## Implications
## Resources |

Proof writing as a journey of logic in which students will develop mathematical reasoning of how certain theorems and axioms support geometric concepts, but also an important skill in reasoning that can help students to think about what is familiar to them in new or different ways. Students should think about geometry in practical application by exhibiting the ability to determine the essential elements, their relationship and the ability to find what they are looking for through development of logical thought as outlined in the Standards.
To test this understanding, assessments should be open-ended, or short response, to allow students to develop and connect their mathematical knowledge, not in a right or wrong way that you would see in a multiple-choice question, but in a way that students will justify their answers with theorems and axioms and be able to develop and demonstrate their knowledge of geometry. The use of the TI-Nspire™ Navigator™ System to collect, analyze, share and discover math is a technology that has great potential in helping students to “see” geometry this way. With the TI-Nspire™ Navigator™ System , I can scaffold students’ learning though discovery. Students can work individually or collaboratively to look beyond “the rules” of geometry and discover relationships between concepts and concrete findings. Students can be evaluated and feedback can be sent between teacher & student in a public or discreet way, via the wireless connection. Students can also display their work for public acknowledgement and a continued conversation on learning. |