1999 Prof End Of Year Memo

1. Professional End of Year Evaluation
1999­2000
To: Jeffrey L. Hollman, Principal Baldwin SHS
From: A. Jorge Garca, Teacher of Math 2R
Date: 5/5/2000
Re: Final Self­Evaluation
My primary goals were to investigate new topics in Math 2R with the latest
technology and to help students effectively and fluently communicate mathematical
reasoning.
I attended the ETS conference at SUNY Old Westbury on using technology in
math class last October. I also attended Lima‡on conference at SUNY Old
Westbury last March. These conferences are for teachers and professors of
mathematics using technology.
I have also studied literature pertaining to Computer Algebra Systems (CAS)
and Geometers’ Sketchpads (GSP). In addition, I am a member of the Graph–TI
(www.ti.com), AP–Calc (www.ets.org) and Calc–Reform (www.ams.org) listservs
which address many pedagogical issues pertaining to the use of technology in the
mathematics classroom.
I endeavored to use the TI–89 Graphing Calculator (GC) everyday in my
Math 2R classes for the first 15 weeks or so of school (Algebra Unit). I found it an
indispensable tool for investigating many algebraic questions in a short amount of
time. I also brought the TI­89s to class whenever we were doing a graphing unit or
reviewing an algebraic topic.
The TI–89 is not only a scientific calculator with graphing capabilities, it also
incorporates a CAS. I brought the TI–89 projector into class daily and had a
different student operate it each day. Approximately twice a week, I also brought a
class set of calculators for all the students to experiment with. I think the students
learned a great deal and enjoyed the experience.
Many of my worksheets and tests had alternative assessment questions
involving the use of GNAV. In other words, the students were required to
communicate their understanding of a problem and method of solution Graphically,
Numerically, Algebraically and Verbally.
I also developed cooperative activities for my students. For example, the day
before each test I broke the class up into groups and challenged each group to come­
up with the best, original solution to several review questions. The students were
awarded bonus points toward the test for correctness, originality and good
communication. This technique provided the students with an indispensable model
for effective communication of mathematical reasoning required on my tests and the
Regents Exam.
I believe that I have attained my primary goals as stated above. The only
difficulty I had was showing the students how to use a GSP. Perhaps more training
on my part in the form of an in­service course would help!
h:profyear99.mem.doc