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:
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. |