5. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
6. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
Dynamic Math Classroom Press
7. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
8. Ihor Charischak
Math Educator
Maths Project Manager
CIESE @ Stevens Institute of
Technology
proprietor of the
Council for Technology in Math
Education - CLIME
9. CLIME is the Council for Technology in Math Education
Meeting in Washington - several venues - check http://
clime.org for details
13. Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
14. Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
•Making a difference in bridging the
Digital divide in Learning
34. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
35. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
36. 1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
37.
38. “I think they [the Standards] are going in the right
direction but they are incredibly conservative, from
my point of view. But again, I’d make reservation
that if one has to work within the framework for
schools as they are and curriculum as it is, maybe
there isn’t very much room for making radical
change. One of the ways in which the council is
conservative is that it does not make full use of a
computer -based construction of learning. I think
the would have done much better if they had
originally integrated Logo in their proposals. But
there is no question that an imaginative Logo-using
teacher wants to follow these Standards can do it
better with Logo.”
Seymour Papert
39. “I
think they [NCTM] would
have done much better if
they had originally integrated
Logo in their proposals.”
53. Vision #2
Technology Principle p.26
“Teachers should use technology to enhance
their students' learning opportunities by
selecting or creating mathematical tasks that
take advantage of what technology can do
efficiently and well—graphing, visualizing, and
computing. […]
54. Vision #2
Technology Principle p.26
“Teachers should use technology to enhance
their students' learning opportunities by
selecting or creating mathematical tasks that
take advantage of what technology can do
efficiently and well—graphing, visualizing, and
computing. […]
Spreadsheets, dynamic geometry
software, and computer microworlds
are useful tools for posing
worthwhile problems...”
68. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
69. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
70. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
71. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
72. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
73. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
74. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
75. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
76. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
77. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
78. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
79. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
80. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
81. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
82. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
83. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
84. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
85. Domains 1.0 2.0
Sketchpad,
Easy access online
Resources Spreadsheets,
versions
Microworlds
Multimedia, Cloud-
Curriculum Textbooks
based
One computer, Classroom 1-1
Environment Computer lab Cluster computing
Teaching & Something that Something that
teachers and students teachers and students
Learning do separately do together
Assessing Setting Standards Achieving Standards
95. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
96. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning.
97. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
98. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
99. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
that embrace dynamic software & Internet tools
100. Tipping Point
Starts with a Virus....
A very special kind... it’s the one Papert
envisioned... a passion for learning math -
purely or contextually - that spreads through
out the world.
An epidemic of learning. How?
Through unique and compelling “projects”
that embrace dynamic software & Internet tools
that empower students to collect, create,
collaborate, and contribute.
103. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
104. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
but this is not enough.
105. NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posing worthwhile
problems...
but this is not enough.
What’s needed to tip us over is
using...
113. Examples of Math Activities
The Famous
Jinx Puzzle Stock Market
114. Examples of Math Activities
The Famous
Jinx Puzzle Stock Market
Runners
115. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Runners
116. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
117. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Measuring the
circumference
Earth
118. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
119. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth
Great Green
Globs Contest
120. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
Great Green challenge
Globs Contest
121. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
challenge
Billiards
Great Green
Globs Contest
122. Examples of Math Activities
The Famous
Jinx Puzzle Darts Stock Market
Crowd Sourcing
Runners
Who is the
Measuring the average traveler?
circumference
Earth Pizza Server
challenge
Billiards
Great Green
Globs Contest CMDB75
Activities 2.0
in the works!
212. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
213. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
214. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
★ Assembly required
215. Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
curriculum
★ Teachers & students are partners in this
learning enterprise
★ What drives learning should be intrinsic
★ Assembly required
★ Finding a balance between students and
teachers needs (i.e. between teaching
and learning)
219. Barry Fishman writes:
quot;... Based on my own research and experience, and the research of many
colleagues in the learning sciences and related fields, I firmly believe
that technology can transform teaching and learning environments and
help students achieve beyond what is possible without the support of
technology. ...
221. Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that
are currently doing extraordinary things—both on
their own and in the context of focused research
projects—into knowledge that is broadly usable by
the majority of schools.
222. Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that
are currently doing extraordinary things—both on
their own and in the context of focused research
projects—into knowledge that is broadly usable by
the majority of schools.
Nonetheless, it is a key challenge that must be met
in order to employ technology effectively in school
improvement efforts...quot;
223.
224. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
225. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
226. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
227. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
CIESEmath Database - show list!
collaborate with me if you are interested
228. Take the Fishman Challenge:
Join us on a Journey from Ordinary to
Extraordinary
and Back again!
This challenge brought to you by the friends of
CLIME. Become one!
http://clime.org
CIESEmath Database - show list!
collaborate with me if you are interested
The New DMC database 2.0
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
Hello, my name is Ihor Charischak
Long time math educator at CIESE
Now I wear two hats -
(1) DMCpress - where I share my work.
(2) CLIME
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
There are three parts to my talk:
(1) we’ll go back to the future
(2) take a look at teaching and learning with tech what it looks like today (future)
(3) I’ll share some examples and offer some closings thoughts which I call the future is now
My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
My plan this morning is to share with you some stories about how the synergy of Web 2.0 collaborative tools and math software tools can get us to the tipping point in mathematics education.
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
NCTM has a vision of what math teaching should be like. It is stated in its principles and standards
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
So what’s so special about a turtle drawing pictures?Why did this MIT professor and a lot other people including Alan kay inventor the personal computer and negroponti who is sharing affordable laptops with 3rd world countries got so excited about it?
I heard SP called the father of Logo speak at TC at the time his book mindstorms came out while I was doing my graduate work there.
He talked about his passion for gears and how they impacted his attitude towards learning math and becoming a mathematician.
He wanted to help others particularly children capture that feeling about ideas and learning.
His curriculum were open-ended microworlds computer based learning learning environments
In that process of engaging with these microworlds where powerful ideas are imbedded inside of neat phenomenon so that Learning formal ideas becomes more concrete.
(For example in the Jinx we will see the power of variables)
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
But it wasn’t just the concern about the expense of computers, Math scores were comparing poorly with other nations and NCTM was concerned about this as well as the sorry state of math scores. In response to building criticism of the vagueness of their message they launched C & E standards for school mathematics in 1989 It included a reference to technology that was well buried in the document.
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
When Seymour saw what NCTM was doing he wrote....
Standards going in right direction.. but are much too conservative and I think they (quote)
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Then In 2000 NCTM updated that version of the standards (not because of SP) with principles and standards and low and behold technology was now raised to the level of a principle.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
I was excited because since 1990 when I started working for CIESE NCTM was validating what I had been doing at CIESE for the past 10 years. The importance of using tool software like GSP, Spreadsheets, and misc microworlds (software and applets) that helped children to do mathematics.
But like their position papers technology has been put on the back burner until another crisis makes them scramble again.
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
Version 2.0 - get it right this time. Students are engaged in their learning.
But how do we make Papert’s vision come through? What we need is a .....
-------------------------
technological resources now what does it take for it to work in the classroom?
What is the Dynamic Classroom? its a place - see my famous quote
Since I teach teachers my goals for them are and I always focus on teaching and not much on learning. Learning can now be thought of in a more positive light
Knowledge domains need a facelift! Taking into account the influence of web 2.0
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
In version 1.0 the key resources for empowered learning is dynamic software such as Sketchpad, Spreadsheets statistical which allows for dynamic learning with geometric, algebraic and beyond
Textbooks are replaced with materials deemed Standards ready. A lot of furious rewritings of things that were already written out in previous additions of textbooks that were not paid attention to much. Substitute better activities. Developed my CIESEmath curriculum at Stevens.
Standards - cratchit up the old paradigm - Nose to the grindstone
Achieving with the wanna do curriculum which comes out of using Web 2.0 tools as well. The goal is......next slide please
Maybe Logo didn’t fail – its influence are out there; we just need a tipping point.
We may have it already we just need to know what to do with it.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
Read and comment - 3 characteristics of Tipping point see book.
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
This is what is different
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Taking advantage of 2.0 tools will be of help.
Go to jarkata’s link off line.
Take the Challenge!
Take the Challenge!
Take the Challenge!
Take the Challenge!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!
Eric Delgado - Bayonne High school - Intel science finalist. Where is working? In a Closet!