S ED 646

1
Welcome to S ED 646
Fall 2008
To empower learning
Building a collaborating community
8/26/08
2
Agenda for 8/26/08

• Getting acquainted
• Course overview/ syllabus review
• Clarifying assumptions
• Bringing theory into practice
• Discussions and questions

3
Getting Acquainted

• Complete the questionnaire
• Introductions
• -What is your name?
• -Where did you attend high school college?
• -Where are you teaching now?
• -What courses are you teaching?

4
Getting Acquainted

• Line up in the hallway based on age
• Identify the median, first quartile, and third
  quartile
• Find the mean

5
Course Overview

• Contact information and office hours
• Purposes and objectives of this course
• Book orders

6
Book Orders

• Call Customer Service at Key Curriclum Press
  800-995-6284 (between 8 and 5)
• Identify yourself as a student from CSUN in Ivan
  Chengs class
• Order the following two books
• Exploring Algebra 1 with The Geometer's Sketchpad
• Exploring Geometry with The Geometer's Sketchpad
• Remind the sales representative of the reduced
  price of 39.95 (plus tax) and free
  shipping

7
Course Overview (continued)

• Contact information and office hours
• Purposes and objectives of this course
• Book orders
• Course schedule format
• Assignments and grading
• Class responsibilities
• Online discussions

8
Online Discussions

• httpwww.csun.edu/icheng
• Algebra Learning Network
• http//edutech.csun.edu/aln/
• Post one comment respond to one comment each
  week

9
Clarifying Assumptions

• Complete the questionnaire
• Small group discussion
• Why is it important to learn mathematics?
• How is learning best achieved?
• What is the role of the teacher?

10
Theory Into Practice

• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• How technology can help teach for understanding

11
Theory Into Practice

• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• How technology can help teach for understanding

12
Challenge of Classrooms

• Times have changed (The World is Flat)
• From low tech to high tech
• From computation to comprehension
• From basic skills to adaptive reasoning
• A hidden curriculum (Jean Anyon, 1980)
• Who succeeds in NCLB?
• Algebra readiness ? calculus readiness
• How to make sure all students succeed

13
Theory Into Practice (continued)

• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• How technology can help teach for understanding

14
Instrumental v. Relational

• Imagine you are in a different city attending a
  conference. The Metro from the airport drops you
  off on the corner of State Street and Lake
  Street. Because it is such a beautiful day, you
  decide to take a walk around the area on your way
  to your hotel at Grand Avenue and Rush Street.

15
Instrumental v. Relational (continued)

• Now take a quiz
• Assume all the blocks are about the same size.
  Please keep track of the following directions and
  answer the questions.

16
Theory Into Practice (continued)

• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• How technology can help teach for understanding

17
Using Technology

• How technology can teach for understanding
• Allows students to explore behavior
• Helps generate examples to reveal patterns
• Solves realistic problems (i.e., unfriendly
  numbers)
• Allows data analysis
• Illuminates the meaning of procedures
• Provides relational understanding
• Promotes adaptive reasoning and
  critical thinking

18
Discussions and Questions

• What are your concerns?
• What do you hope to gain from this course

19
Assignments

• Annotated bibliography (first 5)
• Annotated bibliography (next 5)

Due Sept. 2
20
Thank you.

• See you next week.

Due Sept. 2
21
(No Transcript)
22
Theory Into Practice

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

23
Scrambled Numbers

• The sheet you have been given is covered with
  scrambled numbers. You need to circle the
  numbers in order, beginning with the number 1.
  Do not cheat! For example, you cannot circle 8
  before you have circled 7.
• Do not turn over the paper until you are told to
  start. You will have one minute to complete this
  task.

24
Scrambled Numbers (continued)

• Now take a minute to look at the second Scrambled
  Numbers task individually. What do you notice
  about this version?
• Turn to your neighbor and share your
  observations.
• When told to start you will have one minute to
  work on this second task.

25
Scrambled Numbers (continued)

• How did it feel the second time?
• Comparing the two versions of the Scrambled
  Numbers task, how were they different for you as
  a learner?
• What made the difference?

26
Scrambled Numbers (continued)

• Students who do not have a deep understanding of
  mathematics suspect that it is just a jumble of
  unrelated procedures and incomprehensible
  formulas.
• Mathematics Framework
• for California Public Schools (2005), p. 5

27
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

28
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

29
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

30
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

31
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

32
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

33
Teachers Make a Difference
34
Teachers Make a Difference
35
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy

36
Theory Into Practice (continued)

• Scrambled Numbers
• The challenge of modern classrooms (equity,
  access, and NCLB)
• Instrumental v. relational understanding
• Teachers make a difference
• The story of Teddy