Web 2.0         A Tipping Point for
  Bridging the Digital Divide in
      Math Achievement?
     http://CLIME.org
Ihor Charischak
Ihor Charischak
Math Educator
Ihor Charischak
  Math Educator
  Maths Project Manager
CIESE @ Stevens Institute of
        Technology
Ihor Charischak
  Math Educator
   Maths Project Manager
CIESE @ Stevens Institute of
        Technology
      proprietor ...
Ihor Charischak
  Math Educator
  Maths Project Manager
CIESE @ Stevens Institute of
        Technology
     proprietor of...
Ihor Charischak
   Math Educator
   Maths Project Manager
CIESE @ Stevens Institute of
        Technology
      proprietor...
CLIME is the Council for Technology in Math Education

Meeting in Washington - several venues - check http://
            ...
Talk in three parts:
Talk in three parts:
•Set the Stage
Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
Talk in three parts:
•Set the Stage
•Examples of Activities using Dynamic
Software & Web 2.0 tools
•Making a difference in...
Part 1
Part 1

Set the Stage
Technology in Math
    Education

 Three Visions
Technology in Math
    Education
Vision #1
Mindstorms: Falling Love with Math
Mindstorms: Falling Love with Math
Mindstorms: Falling Love with Math
Mindstorms: Falling Love with Math
Microworlds: Environments for learning
Mindstorms: Falling Love with Math
Microworlds: Environments for learning
Powerful Ideas
Mindstorms: Falling Love with Math
Microworlds: Environments for learning
Powerful Ideas
Neat Phenomenon
Mindstorms: Falling Love with Math
Microworlds: Environments for learning
Powerful Ideas
Neat Phenomenon
Logo
1989
1989
National Council of Teachers of
Mathematics (NCTM)
1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
1989
National Council of Teachers of
Mathematics (NCTM)
Curriculum & Evaluation Standards
for School Mathematics (1989)
“I think they [the Standards] are going in the right
direction but they are incredibly conservative, from
my point of view...
“I
   think they [NCTM] would
  have done much better if
they had originally integrated
  Logo in their proposals.”
2000
2000
Pr inciple s & Stan dards
2000
Pr inciple s & Stan dards
       6 Pr inciple s
2000
Pr inciple s & Stan dards
        6 Pr inciple s


    Equity
2000
Pr inciple s & Stan dards
        6 Pr inciple s
             Teaching
    Equity
2000
Pr inciple s & Stan dards
        6 Pr inciple s
             Teaching
    Equity               Learning
2000
Pr inciple s & Stan dards
        6 Pr inciple s
             Teaching
    Equity               Learning


          ...
2000
Pr inciple s & Stan dards
        6 Pr inciple s
             Teaching
    Equity               Learning


   Curricu...
2000
Pr inciple s & Stan dards
        6 Pr inciple s
             Teaching
    Equity               Learning
        Tech...
Vision #2
Vision #2
Technology Principle   p.26
Vision #2
 Technology Principle                   p.26
“Teachers should use technology to enhance

  their students' learn...
Vision #2
 Technology Principle                   p.26
“Teachers should use technology to enhance

  their students' learn...
Vision #3
Vision #3
The Dynamic Classroom
Dynamic Classroom 1.0
Dynamic Classroom 1.0
Dynamic Classroom 1.0
Dynamic Classroom 2.0
Dynamic Classroom 2.0




Empowering students & teachers to enhance learning
Dynamic Classroom 2.0




Empowering students & teachers to enhance learning
Microworlds exploration
Dynamic Classroom 2.0




Empowering students & teachers to enhance learning
Microworlds exploration
Powerful ideas
Dynamic Classroom 2.0




Empowering students & teachers to enhance learning
Microworlds exploration
Powerful ideas
Neat p...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
Domains              1.0                   2.0
                   Sketchpad,
                                      Easy ac...
2000 - 2008
2000 - 2008

 Disappointed....
2000 - 2008

 Disappointed....
 There is a roadblock
2000 - 2008

  Disappointed....
 There is a roadblock
We need something more
Tipping Point
Tipping Point
Starts with a Virus....
Tipping Point
          Starts with a Virus....
   A very special kind... it’s the one Papert
  envisioned... a passion fo...
Tipping Point
          Starts with a Virus....
   A very special kind... it’s the one Papert
  envisioned... a passion fo...
Tipping Point
          Starts with a Virus....
   A very special kind... it’s the one Papert
  envisioned... a passion fo...
Tipping Point
          Starts with a Virus....
   A very special kind... it’s the one Papert
  envisioned... a passion fo...
Tipping Point
              Starts with a Virus....
       A very special kind... it’s the one Papert
      envisioned... ...
Tipping Point
              Starts with a Virus....
       A very special kind... it’s the one Papert
      envisioned... ...
NCTM says:
NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posi...
NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posi...
NCTM says:
”Software such as Spreadsheets,
Dynamic Geometry, and Web-based
applets (microworlds) are useful
tools for posi...
Tools
Part 2
Part 2

Do the Activities
Examples of Math Activities
Examples of Math Activities
The Famous
Jinx Puzzle
Examples of Math Activities
The Famous
Jinx Puzzle         Stock Market
Examples of Math Activities
The Famous
Jinx Puzzle         Stock Market

Runners
Examples of Math Activities
The Famous
Jinx Puzzle   Darts   Stock Market

Runners
Examples of Math Activities
The Famous
Jinx Puzzle   Darts   Stock Market
                      Crowd Sourcing
Runners
Examples of Math Activities
 The Famous
 Jinx Puzzle    Darts   Stock Market
                        Crowd Sourcing
Runner...
Examples of Math Activities
 The Famous
 Jinx Puzzle    Darts      Stock Market
                           Crowd Sourcing
...
Examples of Math Activities
    The Famous
    Jinx Puzzle    Darts      Stock Market
                              Crowd ...
Examples of Math Activities
    The Famous
    Jinx Puzzle     Darts      Stock Market
                               Crow...
Examples of Math Activities
    The Famous
    Jinx Puzzle     Darts      Stock Market
                               Crow...
Examples of Math Activities
    The Famous
    Jinx Puzzle    Darts       Stock Market
                              Crowd...
Activity #1
Activity #1
The Average Traveler:
Activity #1
The Average Traveler:
Lesson Website
=abs(c2-c28)
29.60




        =abs(c2-c28)
29.60




 45.78

         =abs(c2-c28)
29.60         16.18




 45.78

         =abs(c2-c28)
Algebra Magic

       29.60         16.18




        45.78

                =abs(c2-c28)
Activity #2
How round was the Pizza?
On my way to Sketchpad
To view video (above) see Noon Day Project Website
Story #6
The Great Green Globs Contest
Story #6
The Great Green Globs Contest
Guillermo’s Big Score
y= 5.2 sin(5.4x) + .8x + 2
October 31, 2008
October 31, 2008




                   Web
Part 3
Part 3

Debriefing
Part 3

       Debriefing
What did we learn today?
Future is Now
Future is Now
Future is Now




How do we make the
Future is Now




 How do we make the
extraordinary
Future is Now




 How do we make the
extraordinary Ordinary?
Independent Learning
Independent Learning
★ Technology integral to the curriculum
Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
  curriculum
Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
  curriculum
★ Teac...
Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
  curriculum
★ Teac...
Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
  curriculum
★ Teac...
Independent Learning
★ Technology integral to the curriculum
★ Shift from a “hafta do” to a “wanna do”
  curriculum
★ Teac...
Barry Fishman writes:
Barry Fishman writes:
quot;... Based on my own research and experience, and the research of many
colleagues in the learnin...
Barry Fishman writes:
Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that...
Barry Fishman writes:
It is a tremendous challenge to translate knowledge
about teaching with technology from schools that...
Take the Fishman Challenge:
Join us on a Journey from Ordinary to
            Extraordinary
Take the Fishman Challenge:
Join us on a Journey from Ordinary to
            Extraordinary
           and Back again!
Take the Fishman Challenge:
Join us on a Journey from Ordinary to
            Extraordinary
              and Back again!
...
Take the Fishman Challenge:
Join us on a Journey from Ordinary to
            Extraordinary
              and Back again!
...
Take the Fishman Challenge:
Join us on a Journey from Ordinary to
            Extraordinary
              and Back again!
...
Miracles do Happen.
The End
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
Web 2.0: A tipping point for bridging the digital divide in math achievement?
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Web 2.0: A tipping point for bridging the digital divide in math achievement?

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Presentation slides for session at NCTM 09 Conference in Washington, DC.

For more information contact the speaker at: ihor@clime.org

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  • 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!
  • The main goals
  • The main goals
  • The main goals
  • The main goals
  • The main goals
  • The main goals
  • The main goals













  • Web 2.0: A tipping point for bridging the digital divide in math achievement?

    1. 1. Web 2.0 A Tipping Point for Bridging the Digital Divide in Math Achievement? http://CLIME.org
    2. 2. Ihor Charischak
    3. 3. Ihor Charischak Math Educator
    4. 4. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology
    5. 5. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Dynamic Math Classroom Press
    6. 6. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the
    7. 7. Ihor Charischak Math Educator Maths Project Manager CIESE @ Stevens Institute of Technology proprietor of the Council for Technology in Math Education - CLIME
    8. 8. CLIME is the Council for Technology in Math Education Meeting in Washington - several venues - check http:// clime.org for details
    9. 9. Talk in three parts:
    10. 10. Talk in three parts: •Set the Stage
    11. 11. Talk in three parts: •Set the Stage •Examples of Activities using Dynamic Software & Web 2.0 tools
    12. 12. 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
    13. 13. Part 1
    14. 14. Part 1 Set the Stage
    15. 15. Technology in Math Education Three Visions
    16. 16. Technology in Math Education
    17. 17. Vision #1
    18. 18. Mindstorms: Falling Love with Math
    19. 19. Mindstorms: Falling Love with Math
    20. 20. Mindstorms: Falling Love with Math
    21. 21. Mindstorms: Falling Love with Math Microworlds: Environments for learning
    22. 22. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas
    23. 23. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon
    24. 24. Mindstorms: Falling Love with Math Microworlds: Environments for learning Powerful Ideas Neat Phenomenon Logo
    25. 25. 1989
    26. 26. 1989 National Council of Teachers of Mathematics (NCTM)
    27. 27. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
    28. 28. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
    29. 29. 1989 National Council of Teachers of Mathematics (NCTM) Curriculum & Evaluation Standards for School Mathematics (1989)
    30. 30. “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
    31. 31. “I think they [NCTM] would have done much better if they had originally integrated Logo in their proposals.”
    32. 32. 2000
    33. 33. 2000 Pr inciple s & Stan dards
    34. 34. 2000 Pr inciple s & Stan dards 6 Pr inciple s
    35. 35. 2000 Pr inciple s & Stan dards 6 Pr inciple s Equity
    36. 36. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity
    37. 37. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning
    38. 38. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Assessment
    39. 39. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Curriculum Assessment
    40. 40. 2000 Pr inciple s & Stan dards 6 Pr inciple s Teaching Equity Learning Technology Curriculum Assessment
    41. 41. Vision #2
    42. 42. Vision #2 Technology Principle p.26
    43. 43. 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. […]
    44. 44. 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...”
    45. 45. Vision #3
    46. 46. Vision #3 The Dynamic Classroom
    47. 47. Dynamic Classroom 1.0
    48. 48. Dynamic Classroom 1.0
    49. 49. Dynamic Classroom 1.0
    50. 50. Dynamic Classroom 2.0
    51. 51. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning
    52. 52. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration
    53. 53. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas
    54. 54. Dynamic Classroom 2.0 Empowering students & teachers to enhance learning Microworlds exploration Powerful ideas Neat phenomenon
    55. 55. 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
    56. 56. 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
    57. 57. 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
    58. 58. 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
    59. 59. 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
    60. 60. 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
    61. 61. 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
    62. 62. 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
    63. 63. 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
    64. 64. 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
    65. 65. 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
    66. 66. 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
    67. 67. 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
    68. 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. 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. 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. 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. 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. 73. 2000 - 2008
    74. 74. 2000 - 2008 Disappointed....
    75. 75. 2000 - 2008 Disappointed.... There is a roadblock
    76. 76. 2000 - 2008 Disappointed.... There is a roadblock We need something more
    77. 77. Tipping Point
    78. 78. Tipping Point Starts with a Virus....
    79. 79. 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.
    80. 80. 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.
    81. 81. 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?
    82. 82. 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”
    83. 83. 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
    84. 84. 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.
    85. 85. NCTM says:
    86. 86. NCTM says: ”Software such as Spreadsheets, Dynamic Geometry, and Web-based applets (microworlds) are useful tools for posing worthwhile problems...
    87. 87. 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.
    88. 88. 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...
    89. 89. Tools
    90. 90. Part 2
    91. 91. Part 2 Do the Activities
    92. 92. Examples of Math Activities
    93. 93. Examples of Math Activities The Famous Jinx Puzzle
    94. 94. Examples of Math Activities The Famous Jinx Puzzle Stock Market
    95. 95. Examples of Math Activities The Famous Jinx Puzzle Stock Market Runners
    96. 96. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Runners
    97. 97. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners
    98. 98. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Measuring the circumference Earth
    99. 99. Examples of Math Activities The Famous Jinx Puzzle Darts Stock Market Crowd Sourcing Runners Who is the Measuring the average traveler? circumference Earth
    100. 100. 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
    101. 101. 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
    102. 102. 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
    103. 103. 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!
    104. 104. Activity #1
    105. 105. Activity #1 The Average Traveler:
    106. 106. Activity #1 The Average Traveler:
    107. 107. Lesson Website
    108. 108. =abs(c2-c28)
    109. 109. 29.60 =abs(c2-c28)
    110. 110. 29.60 45.78 =abs(c2-c28)
    111. 111. 29.60 16.18 45.78 =abs(c2-c28)
    112. 112. Algebra Magic 29.60 16.18 45.78 =abs(c2-c28)
    113. 113. Activity #2
    114. 114. How round was the Pizza?
    115. 115. On my way to Sketchpad
    116. 116. To view video (above) see Noon Day Project Website
    117. 117. Story #6 The Great Green Globs Contest
    118. 118. Story #6 The Great Green Globs Contest
    119. 119. Guillermo’s Big Score
    120. 120. y= 5.2 sin(5.4x) + .8x + 2
    121. 121. October 31, 2008
    122. 122. October 31, 2008 Web
    123. 123. Part 3
    124. 124. Part 3 Debriefing
    125. 125. Part 3 Debriefing What did we learn today?
    126. 126. Future is Now
    127. 127. Future is Now
    128. 128. Future is Now How do we make the
    129. 129. Future is Now How do we make the extraordinary
    130. 130. Future is Now How do we make the extraordinary Ordinary?
    131. 131. Independent Learning
    132. 132. Independent Learning ★ Technology integral to the curriculum
    133. 133. Independent Learning ★ Technology integral to the curriculum ★ Shift from a “hafta do” to a “wanna do” curriculum
    134. 134. 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
    135. 135. 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
    136. 136. 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
    137. 137. 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)
    138. 138. Barry Fishman writes:
    139. 139. 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. ... 
    140. 140. Barry Fishman writes:
    141. 141. 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.
    142. 142. 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;
    143. 143. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary
    144. 144. Take the Fishman Challenge: Join us on a Journey from Ordinary to Extraordinary and Back again!
    145. 145. 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
    146. 146. 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
    147. 147. 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
    148. 148. Miracles do Happen.
    149. 149. The End

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