By: Kayla Ford, Jessica Hogue, and Shelby Spalding TEACHING AND LEARNING WITH TECHNOLOGY IN MATHEMATICS AND SCIENCE

1.The Principles and Standards for School Mathematics, released in 2000 by the National Council of Teachers of Mathematics (NCTM), serves as a primary resource and guide for all who make decisions that affect the mathematics education of students in pre- kindergarten through grade twelve. A.True B.False 2.The textbook listed seven specific technology integration strategies concerning mathematics. A.True B.False 3.ALL American citizens should be scientifically literate. A.True B.False 4.How many integration strategies does the book discuss, concerning science. A.4 B.5 C.6 D.7 PRE-TEST

 Recognize the implications for technology integration of each current issue faced by mathematics teachers.  Create key strategies for integrating technology into mathematics curricula.  Recognize the implications for technology integration of each current issue faced by science teachers.  Create key strategies for integrating technology into science curricula.  Analyze given scenarios to identify examples of Tech-PACK needs and challenges that are specific to mathematics and science teachers. OBJECTIVES

 The Principles and Standards for School Mathematics, released in 2000 by the National Council of Teachers of Mathematics (NCTM), serves as a primary resource and guide for all who make decisions that affect the mathematics education of students in pre-kindergarten through grade twelve.  This specific document sponsors a vision of mathematics teaching and learning.  “Achieving this vision requires “solid mathematics curriculum, competent and knowledgeable teachers who can integrate instruction with assessment, education policies that enhance and support learning, classrooms with ready access to technology and a commitment to both equity and excellence.”” (Roblyer, Doering, 309) ACCOUNTABILITY FOR STANDARDS IN MATHEMATICS

 Five content standards: 1.Numbers and Operations 2.Algebra, Geometry 3.Measurement 4.Data Analysis 5.Probability  Five process standards: 1.Problem Solving 2.Reasoning and Proof 3.Communication 4.Connections 5.Representations STANDARDS PRESENTED BY NCTM Through these principles and standards, NCTM provides guidance on how to prepare students for a society that requires mathematical knowledge for filling crucial economic, political, and scientific roles in a highly technological workplace.

 Implementing technology is not easy; however, technology can serve as a catalyst to move teachers toward an instructional style that is more student-centered, active, and relevant to the world we live in.  Technology provides learners with the opportunity to visualize and make more concrete the generally abstract world of mathematics.  Research points to three implications for the selection and use of technology related to mathematics education. 1.Teachers should consider an appropriate combination of off- and on- computer activities. 2.They should consider technology as a mathematical tool rather than as a pedagogical tool. 3.They should view technology as a tool for developing student thinking. 1.Examples: use computer software and applications that can be extended for long periods of time across topics to engage students in meaningful problems and projects. CHALLENGES IN IMPLEMENTING THE PRINCIPLES AND STANDARDS FOR SCHOOL MATHEMATICS

1.Bridging the Gap Between Abstract and concrete with Virtual Manipulatives: helps make abstract mathematics concepts more concrete to young students. 2.Allowing Representation of Mathematical Principles: allows a visual depiction of abstract math concepts. 3.Supporting Mathematical Problem Solving: Helps students gather data to use in problem solving. 4.Implementing Data-Driven Curricula: provides easy access to many data sets, real data and statistics to support investigations, and helps students develop skills in data analysis. 5.Supporting Math-Related Communications: allows easy contact with math experts for help on math problems and promotes social interaction and discussion of math topics. 6.Motivating Skill Building and Practice: provides motivating practice in foundation skills required for higher-level learning and guided instruction in a structured learning environment. Page , Table 11.1 TECHNOLOGY INTEGRATION STRATEGIES FOR MATHEMATICS

 Virtual Manipulatives: replicas of real manipulatives that are accessed via the Internet and can be manipulated through a keyboard or other input device.  Graphing Calculators: advanced calculators that can graph equations, as well as perform calculation functions involved in higher-level math and science problems.  Interactive/ Dynamic Geometry Software: refers to programs that allow users to create and manipulate geometric constructions.  Computer Algebra System (CAS): either software or devices with software that help carry out complex numeric calculations involved in higher-level math problems.  Calculator-Based Laboratories (CBL’s, a.k.a probeware): provide a means to link either calculators or computers to scientific date-gather instruments, such as thermometers or pH meters, which allow students to gather data and then analyze it. IMPORTANT MATHEMATICAL TERMS

 The National Science Education Standards (NSES), published in 1996 by the National Research Council (NRC), outlines the content that all students should know and be able to do. Furthermore, it also provides guidelines for assessing student learning in science. ACCOUNTABILITY FOR STANDARDS IN SCIENCE.

 All American citizens should be scientifically literate in order to make informed decisions that affect our country’s future; however teaching science in grades kindergarten through eighth is not an easy task.  One major challenge, in the world of science, is keeping up with new developments, content, tools, and methods.  This simple fact makes teaching science for understanding at an early level become difficult due to teachers’ lack of deep understanding of the discipline.  Solution: online professional development opportunities. THE NEED AND DIFFICULTY IN PROMOTING SCIENTIFIC LITERACY

1.Involving Students in Scientific Inquiry Through Authentic Online Projects: internet projects provide environments that support all phases of an authentic science experience. 2.Support for Specific Processes in Scientific Inquiry: helps students locate and obtain information to support inquiry. 3.Supporting Science Skills and Concepts Learning: allows students to simulate and model various scientific processes. 4.Engaging Students in Engineering Topics through Robotics: gives students experience with engineering principles. 5.Accessing Science Information and Tools: offers sources of information, lesson plans on science topics.  Page 320, Table 11.2 TECHNOLOGY INTEGRATION STRATEGIES FOR SCEINCE

 Though hands-on science remains the major science instructional strategy, online science lessons and games can provide motivational ways to supplement this instruction.  Example: Sheppard Software’s Science Website (page 322)  Offers free science tutorials and games SUPPORTING SCIENCE SKILLS AND CONCEPT LEARNING

 Not all educators of mathematics and science are experts with a variety of background training and education. Therefore, concerning elementary teachers, all must become experts in mathematical and science topics, even if they may not have learned in their basic teacher education programs.  There are many challenges in knowing the most effective ways to have students “do” science and mathematics, because teachers are required to teach in ways that are engaging and motivational, yet highly effective in raising achievement.  Educators must become masters of the technology tools used in mathematics and science, if attempting to teach the students how to properly use it. TECH-PACK NEEDS AND CHALLENGES IN MATHEMATICS AND SCIENCE INSTRUCTION

 Roblyer, M.D., and Aaron Doering. "Teaching and Learning with Technology in Mathematics and Science Instruction." Integrating Educational Technology into Teaching. 6th ed. Pearson, Print. SOURCES