This site supports the NSF project on Technology-Rich Units for Future Secondary Teachers: Forging Mathematical Connections Between Geometry and Functions, which is part of the NSF's program on Improving Undergraduate STEM Education (IUSE).
Work in Progress
Our IUSE project team has already made considerable progress in designing and implementing improved technology for lesson delivery, using a single cleanly-organized lesson web page that provides easy access to the resources that support each lesson. The resulting lesson web-page template also serves as a guide to the various features of the lessons we are working on. Those features include:
In tandem with our work on the lesson template, we’ve created a prototype lesson page (The Reflect Family) that showcases these features.
Worksheets and websketches for the first unit below have already been drafted, piloted in classrooms, and revised. No teacher support materials are yet available; we will create those as we bring these earlier draft lessons up to the level of our prototype.
The third and fourth units are in development and undergoing testing with students.
Unit 1: Understand Geometric Transformations as Functions
Unit 2: Experiment with Composition and Congruence
Unit 3: Formalize Congruence and Similarity
Unit 4: Connect Geometry and Algebra Through Functions
This Engaged Student Learning Exploration and Design project seeks to capitalize on the power of Web Sketchpad technology-enabled curriculum units to deepen pre-service teachers’ knowledge of mathematics topics and rich connections among them. This project aims to create and test five web-based mathematics units for pre-service teachers that promote this highly geometric approach, cultivating in teachers a robust conception of the secondary mathematics courses they will teach.
The curriculum units we will develop and implement will build on foundations of cognitive science, technology, and pedagogy to achieve the following goals:
The intellectual merit of the project is to advance knowledge about how visual, kinesthetic technology-based instructional activities grounded in theories of embodiment can support pre-service teachers’ knowledge of school mathematics topics and their connections from an advanced perspective. Findings from our research will be shared with other mathematics educators to inform their preparation of teachers and our materials will be distributed to mathematics teacher educators at other universities that prepare secondary mathematics teachers.
Strong preparation of middle and high school mathematics teachers is needed to support future generations of students prepared to enter STEM fields. By assuring teachers are prepared to teach the rigorous mathematics content in middle and high school, we can better prepare students to pursue STEM careers.