1. Presented by: Nicole Scherger nscherger@elgin.edu Elgin Community College 38 th Annual IMACC Annual Conference Allerton House, Monticello, Illinois April 5 th, 2013

2. Innovation. Mathematics programs should be thoughtfully constructed to approach content and instruction with appropriate use of traditional and innovative methods. Inquiry. Effective mathematics instruction should require students to be active participants. Technology. Technology should be integral to the teaching and learning of mathematics.

3.  If teaching in a room with a computer projector and internet access or a computer lab, use the Calc3D plotter “live” for classroom demonstrations.  Without such access, graphs can be inserted into guided notes / lecture outlines.  Assessments: For example, create matching or multiple questions. (examples included)  Student lab assignments. (examples included)

13.  Combine the creation of graphs on the Calc3D Plotter with computational questions to compute by hand or with other technology (such as www.wolframalpha.com ). www.wolframalpha.com  Create sequences of questions that foster inquiry- based learning with the material.  Avoid overly simplistic questions (ie, “graph this surface”) that do not increase students’ level of understanding of the material (and risk becoming “busy work” for students and for you.)  Where appropriate, share varying student results with the entire class.

14.  Dot Product and Cross Product Explorations: Students visually reflect on the formulas u · v=║u║║v║ cos( θ ) and ║u x v║= ║u║║v║ sin( θ ).