Why Big Ideas? Big Ideas help students make sense of the mathematics they learn. This session is a panel discussion focusing on the role of Big Ideas in organizing the mathematics curriculum and a follow-up to the earlier individual Big Ideas presentations of the three presenters. This presentation will show how geometric transformations lead to algebraic transformations, and how analyzing functions through a transformational approach improves understanding and connects the many varied topics of precalculus through a unified theme.īill Crombie – Relearning by Design (The College of New Jersey )Īngelo DeMattia – Consultant ( Columbia High School, ,, the Big Idea, Anyway? (panel) Neil Cooperman – Millburn High the Big Idea with Transformations? Ihor Charischak – Stevens Institute of Dynamic Classroom: Teaching & Learning Math with TechnologyĬome and experience a series of unique & compelling activities that incorporate significant software environments (Spreadsheets, Microworlds, Sketchpad and Web Applets) that will help a teacher to engage students in gaining a deeper understanding of powerful mathematical ideas. A wide variety of materials and resources will be distributed. The session will include samples of these activities, along with connections that show how mathematics is used in the REAL real world. Topics cover a wide range, especially discrete mathematics and mathematical modeling. They and other authors develop classroom materials to introduce high school students to the mathematics used on the highly successful CBS crime drama NUMB3RS. The presenters are authors for a project called "We All Use Math Every Day", a joint project with Texas Instruments, NCTM, and CBS television. Patrick Carney – DePaul Catholic High School ( Wayne, in Your Classroom Charles (Chuck) Biehl – The Charter School of Wilmington (DE) Topics covered range from algebra through calculus. This presentation will explore some of those ideas. I have had some success teaching a variety of topics by taking a non-traditional approach. Some topics are just difficult to teach, and some are difficult for students to learn. )Įric Berkowitz – Parsippany Hills High Difficult Topics from a Different Angle Come play and learn! (Note: This is NOT Exploring Functions with Manipulatives nor Term Tiles. Material will be linked in the high school area of –. A variety of approaches aimed at making Calculus less intimidating, more engaging and more relevant to the non-AP Calculus student are presented and discussed.Īgnes Azzolino - & Stuff in Precalculus, Calculus, and Basic MathĬome try some manipulatives and games for Precalc, Calc, and basic math, such as fraction strips, the signed numbers board, group bingo, WHO HAS, and a Game for Two, Three, or Four. This session looks at the challenges associated with teaching Calculus to students who, though bright and capable, aren't necessarily confident in math, let alone interested in pursuing math-related careers such as science or engineering. (previously presented at 2005 conference) Mani Arguelles – Columbia High School, Calculus: Teaching Kids Who Don't Think They're Smart in Math This panel discussion will present three perspectives on how high school teachers can better prepare students for success in college mathematics courses. Jay Schiffman – Rowan University, ,, High School Students for College Math (panel) Siham Alfred – Raritan Valley Community College These problems open students' eyes and provide a better grasp of important topics in calculus such as instantaneous and average rates of change, The Mean Value Theorem applied in the real world, understanding graphs, and much more. A handful of these problems are selected and discussed. There are some problems that provide better teachable moments in Calculus than others. Siham Alfred – Raritan Valley Community Problems that Provide Teachable Moments Students will understand problems that are relevant to geometry and other HSPA problems. Salama Ahmed – PANTHER Academy, Trig to Measure Real-Life Depths and HeightsĪpply trigonometric ratios (sine, cosine, tangent) to real-life situations by allowing students to measure depth and determine height of various objects, using a type of hypsometer (an instrument used to measure land elevation). Statistics, with Technology Rutgers University - Busch Campus - New Brunswick Algebra, Calculus, Discrete Mathematics, Probability &
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |