tag:blogger.com,1999:blog-16958711203989770272024-03-13T01:30:05.273-04:00CLIME Connections<i>CLIME is the Council for Technology in Math Education - an affiliate of NCTM since 1988</i>Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.comBlogger248125tag:blogger.com,1999:blog-1695871120398977027.post-62591516217199797942019-05-23T17:13:00.003-04:002019-07-26T14:28:08.257-04:00About transformation in math education<div class="separator" style="clear: both; text-align: center;">
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<b>Note to CLIME Community</b><br />
As I mentioned in <a href="http://www.clime.org/2019/05/clime-closes-its-shop.html" target="_blank">my previous blog</a>, CLIME is retiring from service to NCTM as of June 1, 2019. But that doesn’t mean I’m retiring from working towards my vision of math education. This final entry of CLIME Connections informs that vision. Our new blog will be <a href="http://dmcpress.org/">http://dmcpress.org</a>.<br />
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In a <a href="https://larrycuban.wordpress.com/2019/05/17/the-hype-of-transforming-teaching-and-learning/" target="_blank">recent blog</a> Larry Cuban writes about the hype of “transforming” teaching and learning.<br />
<blockquote class="tr_bq">
<i>Three years ago, I published a post. I didn't expect anything much to happen with the over-use of the word "transform" and nothing did. The word continues to be used both seriously and casually without much scrutiny.</i></blockquote>
I agree with Larry that defining transformation in relation to education is difficult. But though I can’t define it with precision, I know transformation when I see it in the classroom.<br />
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In his article “<a href="https://medium.com/age-of-awareness/integrating-technology-in-the-classroom-using-the-samr-model-efbc35caad43" target="_blank">Integrating Technology in the Classroom using the SAMR Model: Substitution, Augmentation, Modification, and Redefinition</a>” Parker Duwelius describes the latter two as transformational.<br />
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He writes:<br />
<blockquote class="tr_bq">
<i>“The first and easiest piece is substitution. This is the most basic form of technology integration in the SAMR model, and consists of merely replacing a traditional lesson item with a technological equivalent.” </i></blockquote>
The substitution method was a very popular intervention during the early days of the <a href="http://ciese.org/ciesemath" target="_blank">CIESEmath project</a> (2000-2007) that I managed. A lesson example would be to pose a problem using a projection device controlled by a computer instead of writing out the problem on a black or white board. Then the teacher would distribute handouts of the problem that was projected on the board. (See, for example, the <a href="https://dmcpress.org/2019/05/10/welcome-to-episode-one-the-road-sign-problem-introduction/" target="_blank">Road Sign problem</a> and <a href="http://dmcpress.org/cm/bus/bus_s.html" target="_blank">Bus problem</a>.)<br />
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On the surface the Bus and Road Sign problem appear to be only examples of standard substitution. But both problems take one step closer to be transformational in that they inform students to reflect metacognitively on what they did wrong and come to a new understanding of the problem. (Read the teacher notes for clarity.)<br />
<blockquote class="tr_bq">
Duwelius continues: “<i>This next form of technology integration is augmentation, which is very similar to substitution except that it provides a clear enhancement to the student in the activity through the use of technology.”</i></blockquote>
The <a href="http://dmcpress.org/cm/exterior/student.html" target="_blank">Exterior Angle of a Triangle</a> activity demonstrates how dynamic geometry software (like Geometer’s Sketchpad) augments a lesson that would otherwise be a static experience (e.g. using a compass to measure angles).<br />
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Duwelius: <i>“Both of these (substitution & augmentation) are considered to be ‘enhancements’ because they still convey the material in the same way, but can often bring benefits with them that expand the learning taking place for the students.”</i></blockquote>
Now we’re going to find out a little bit more about the “transformation” pieces.<br />
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Duwelius:<i> “<b>Modification</b> is taking a traditional learning task and significantly changing it with technology.”</i></blockquote>
See the <a href="https://dynamicmathclassroom.blogspot.com/2017/07/factor-game.html" target="_blank">Factor Game</a> as an example of modification. The activity begins as a whole group game using 3 x 5 cards pasted to the white board. Once the rules are mastered through playing the group game the students play the factor game on the computer. Thy can play individually against the computer or with a partner using the 2 player option. The game is challenging and encourages productive struggle on the part of the students.<br />
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Duwelius: <i>“Then, finally, there is <b>redefinition</b> which takes a traditional learning task and completely transforms it in a way that would be impossible without technology. By using technology to transform the learning task, the teacher is integrating technology in his or her classroom at the highest possible level.</i><i>”</i></blockquote>
In the <a href="http://ciese.org/curriculum/noonday" target="_blank">Noon Day project</a> the students use a geometry theorem that is usually taught separate from any particular context to help them understand how Eratosthenes in 250 BC came up with a method to measure the circumference of the earth. (Geometer’s Sketchpad is used here.)<br />
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Duwelius: <i>“These two pieces of the framework (Modification and Redefinition) are rightfully called “transformative” because they change the way the lesson runs, and the way the students interact with the content.”</i></blockquote>
Over the years of the <a href="http://ciese.org/ciesemath" target="_blank">CIESEmath project</a> (which ended in 2007 with my retirement) our team developed many transformative activities and projects which I am currently revising and making them available <a href="http://dmcpress.org/cm/v2.1" target="_blank">here</a>. This is an ongoing project so check in often to watch the progress.<br />
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<b>Closing thought:</b><br />
<blockquote class="tr_bq">
Math education does not need reform as it equates to rearranging chairs on a sinking Titanic. <a href="https://rkbookreviews.wordpress.com/2010/06/13/mathematicians-lament-summary/" target="_blank">We need to build a new ship</a>.</blockquote>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-44142122436392657642019-05-03T11:28:00.001-04:002019-05-03T11:28:41.082-04:00CLIME Closes its Shop<div style="font-family: Helvetica; font-size: 14px; font-stretch: normal; line-height: normal;">
Dear colleague,</div>
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It’s official. CLIME will be disbanding as of 6/1/2019. I've given it much thought and felt it was time to close up shop. I sent an email to Mary Ferris (NCTM <span style="-webkit-font-kerning: none; background-color: white; color: #262626; font-family: "Helvetica Neue"; font-stretch: normal; line-height: normal;">Affiliate Relations Manager) indicating CLIME’s decision.</span></div>
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Here are some closing thoughts.</div>
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First of all, I want to apologize to those folks who came to the CLIME meeting in San Diego and didn’t find me there. There was some confusion about the rooms. I was in room 310B which I thought was 310. The actual room was 310A which I wasn’t aware existed.</div>
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Second of all, due to difficulties that currently exist, CLIME as we have known it for the past 31 years will as of June 1st no longer exist. It will be replaced with a new web presence that will not be affiliated with NCTM. (More about that in a future post.)</div>
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Thirdly, if anyone (or group) wishes to “rescue” CLIME as a affiliate entity, they must be responsible for the following:</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Annual dues: $100.00 (Due: June 1st) </div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>President and NCTM representative must be members of NCTM.</div>
<div style="font-family: Helvetica; font-size: 14px; font-stretch: normal; line-height: normal;">
<span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Attendance by NCTM rep and/or president at the at-large caucus held on the Wednesday before the annual conference starts.</div>
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<span class="Apple-tab-span" style="white-space: pre;"> </span>•<span class="Apple-tab-span" style="white-space: pre;"> </span>Attendance at the Delegate Assembly held on Thursday (7:30am-9:00am) during the annual conference.</div>
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For more information about CLIME go to this <a href="http://clime.org/index2.html" target="_blank">link</a>.</div>
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I still believe an organization like CLIME can serve a purpose within the NCTM community, but it needs new leadership and energy to perform successfully within the conservative framework that NCTM offers. If anyone strongly agrees and would like to lead and/or play a role in a renewed CLIME initiative, please let me know.</div>
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Sincerely,</div>
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Ihor</div>
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<br /></div>
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Ihor Charischak</div>
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CLIME president (till June 1, 2019)</div>
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Council for Technology in Math Education</div>
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Venice, FL</div>
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ihor@clime.org</div>
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http://www.clime.org</div>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-58179483944285464472019-04-17T12:46:00.002-04:002019-04-17T12:47:29.543-04:00A Letter to the CLIME CommunityDear colleague,<br />
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First of all I want to apologize to those folks who came to the CLIME meeting in San Diego and didn’t find me there. There was some confusion about the rooms. I was in room 310B which I thought was 310. The actual room was 310A which I wasn’t aware existed. Patricia Dickenson - our intended keynote speaker - told me about my confusion later that evening.<br />
<br />
Second of all, due to difficulties that currently exist, CLIME as we have known it for the past 31 years will as of May 1st no longer exist. It will be replaced with a new web presence that will not be affiliated with NCTM. (More about that in a future post.)<br />
<br />
Thirdly, if anyone (or group) wishes to “rescue” CLIME as a affiliate entity, they must be responsible for the following:<br />
<br />
<ul>
<li>Annual dues: $100.00 (Due: May 1st) </li>
<li>President and NCTM representative must be members of NCTM.</li>
<li>Attendance by NCTM rep and/or president at the at-large caucus held on the Wednesday before the annual conference starts.</li>
<li>Attendance at the Delegate Assembly held on Thursday (7:30am-9:00am) during the annual conference.</li>
</ul>
<br />
For more information about CLIME see<a href="http://clime.org/" target="_blank"> http://clime.org</a><br />
<br />
I still believe an organization like CLIME can serve a purpose within the NCTM structure, but it needs new leadership and energy to perform successfully within the conservative framework that NCTM offers. If anyone strongly agrees and would like to lead and/or play a role in a renewed CLIME initiative, please let me know.<br />
<br />
Sincerely,<br />
Ihor<br />
<br />
Ihor Charischak<br />
CLIME president (till May 1, 2019)<br />
Council for Technology in Math Education<br />
Venice, FL<br />
<a href="mailto:ihor@clime.org">ihor@clime.org</a><br />
<a href="http://www.clime.org/">http://www.clime.org</a>Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-40081931901576299022019-04-17T10:36:00.000-04:002019-04-17T10:36:22.824-04:00A Post by Scott Steketee*<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">Hi Seanna,</span><br />
<br style="caret-color: rgb(51, 51, 51); color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13.199999809265137px;" />
<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">A few years ago I had the opportunity to work on the </span><a href="http://www.dynamicnumber.org/" style="color: #428bca; font-family: Arial, Helvetica, sans-serif; font-size: 13.199999809265137px;" title="http://www.dynamicnumber.org">NSF-funded "Dynamic Number" project</a><span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;"> led by Daniel Scher. Our objective was to bring the interactivity and fun of dynamic geometry to the realm of numbers and pre--algebra, and we produced about 70 activities, many of which can be very helpful in developing students' number sense, both by providing memorable dynamic visualization of numbers and operations, and by giving students the power to change the numbers and manipulate the operations.</span><br />
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<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">Each activity has a link to teacher notes, a student worksheet (if appropriate), and a Sketchpad document. Though the activities were originally developed for The Geometer's Sketchpad, Daniel has already moved more than 40 of the activities to Web Sketchpad, making them freely available even if you don't have Sketchpad itself. The list of converted activities is here: </span><a href="http://www.sineofthetimes.org/a-compendium-of-elementary-web-sketchpad-activities-2/" style="color: #428bca; font-family: Arial, Helvetica, sans-serif; font-size: 13.199999809265137px;" title="http://www.sineofthetimes.org/a-compendium-of-elementary-web-sketchpad-activities-2/">www.sineofthetimes.org/...</a><br />
<br style="caret-color: rgb(51, 51, 51); color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13.199999809265137px;" />
<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">(One of our best examples is Bunny Times, with a progression of levels in which a bunny, and at higher levels a team of bunnies, learn to multiply by eating all the carrots in a field. It's designed to encourage students to develop multiplication strategies that include skip-counting and flexibly composing and decomposing numbers.)</span><br />
<br style="caret-color: rgb(51, 51, 51); color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 13.199999809265137px;" />
<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">--Scott</span><br />
<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;"><br /></span>
<span style="background-color: white; color: #333333; font-family: "arial" , "helvetica" , sans-serif; font-size: 13.199999809265137px;">*Taken from <a href="https://my.nctm.org/home">https://my.nctm.org/home</a></span>Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-76570156295117886472019-03-16T12:11:00.000-04:002019-03-27T08:40:02.331-04:00Council for Technology in Math Education Annual Meeting Agenda<div style="text-align: center;">
<span style="font-size: large;">31st Anniversary Meeting</span></div>
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<span style="font-size: large;">Thursday, April 4th, 2019</span></div>
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<span style="font-size: large;">San Diego, CA</span></div>
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Hilton San Diego Bayfront</div>
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Room: Aqua 310</div>
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7:30pm-8:30pm</div>
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<span style="font-size: large;"><u><b>Agenda</b></u></span></div>
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<span style="font-size: large;"><b>Introductions</b></span></div>
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Ihor Charischak</div>
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<span style="font-size: large;"><b>Presentations</b></span></div>
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<span style="font-size: large;">Teaching Outside the Box: </span></div>
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<span style="font-size: large;">Integrating Technology into your Math Practice</span></div>
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Dr. Patricia Dickenson</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCS4Q997QshNXMsOeplguGNzAO1hx2WKcqz3p1rlFqq6GH7ZkNc8GtKihJotRgyogDG9q0hGg6Wt03lESuRv3sB3a_xObVMnpBZOyu5oSFQkyCae3SQKBRLbuUk5tK1I8ZnRQFsXuNAmE/s1600/Patricia.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="464" data-original-width="462" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCS4Q997QshNXMsOeplguGNzAO1hx2WKcqz3p1rlFqq6GH7ZkNc8GtKihJotRgyogDG9q0hGg6Wt03lESuRv3sB3a_xObVMnpBZOyu5oSFQkyCae3SQKBRLbuUk5tK1I8ZnRQFsXuNAmE/s200/Patricia.png" width="198" /></a></div>
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Teachers' pedagogical decisions impact the function of technology and the role of technology to support, enhance and supplement student learning. This presentation will focus on the following questions: What planning decisions do teachers make to implement technology in the classroom? How is technology used by the teachers and students in the learning of mathematics? What routines and procedures are needed to support in developing technological skill before students can integrate technology with subject matter. Teachers' technological content knowledge is paramount to the successful integration of technology. This discussion will explore pedagogical decisions that were made to infuse technology in a math class. We will discuss how technology can be purposefully used in connection with Blooms taxonomy to support learners in acquiring math content knowledge and create products of learning with web-based tools.</div>
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<span style="font-size: large;">Short Math Stories with a </span><span style="font-size: large;">Surprise</span><span style="font-size: large;"> Twist</span></div>
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Ihor Charischak</div>
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Making mathematics engaging for children is essential for math education to flourish. In this presentation you will learn about some fascinating ways to deepen students understanding to what math is all about (with the help of technology, of course)!</div>
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<span style="font-size: large;"><b>Discussion and closure</b></span><br />
Ihor Charischak & Patricia Dickenson</div>
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Blog # 246</div>
Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-79968081664949430762019-03-14T10:50:00.001-04:002019-03-14T10:50:35.269-04:00Pi day 2019<div class="separator" style="clear: both; text-align: center;">
<a href="http://dmcpress.org/cm/pi_day" target="_blank"><img border="0" data-original-height="1166" data-original-width="1324" height="562" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-vOi6hrk6Kyaye7P_gPNGY_naIl54H25Rl2gcFvkuPBJ0xk5gbUkdrO6GUksYpB9K3A5teso0Mq_wteNm1nJ075gfn-ZOjTyfCJLks4ACMg2IUehnKr8CSsKq8WWgnpaY68eVtWX5CeA/s640/Screen+Shot+2019-03-14+at+10.47.44+AM.png" width="640" /></a></div>
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Click above to go the Pi page.</div>
Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-86320186677663655722019-03-07T10:24:00.000-05:002019-03-07T10:24:02.183-05:00Technology & NCTM’s Annual Meeting: A Closer Look - Part 2<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd5IP_NScyyG8Q7zNxUXxzqnBo5mcGtecZUqKX0vLlb1lSefQx_rYwkPEXZDUHZOXWhRajWfmvehEBWvfk7Rwg6gsvnh1gDvRYtGPVZ91MZRX3t4J3rJeir7Jpz0Z_F2cfuNf-n8loIvM/s1600/Grade_level.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="360" data-original-width="314" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjd5IP_NScyyG8Q7zNxUXxzqnBo5mcGtecZUqKX0vLlb1lSefQx_rYwkPEXZDUHZOXWhRajWfmvehEBWvfk7Rwg6gsvnh1gDvRYtGPVZ91MZRX3t4J3rJeir7Jpz0Z_F2cfuNf-n8loIvM/s320/Grade_level.png" width="279" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Figure 1</td></tr>
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<span style="font-size: large;">As mentioned in my <a href="http://www.clime.org/2019/03/technology-nctms-meeting-in-san-diego.html" target="_blank">previous blog post</a>, there are 94 sessions which emphasize technology’s role in math ed in their sessions. I did an analysis of the grade levels of the talks. In figure 1 note that the most frequent grade level for tech sessions at the NCTM annual this year is in the high school range. If you include the 8-10 range as partially high school you have a total of 56 sessions appropriate for a high school audience.That’s almost 60% of the total. I suspect the conference program committee missed this fact.</span></div>
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<span style="font-size: large;">See previous 2 blog posts which discuss the upcoming conference (<a href="http://www.clime.org/2019/02/technology-sessions-in-san-diego.html" target="_blank">here</a> and <a href="http://www.clime.org/2019/03/technology-nctms-meeting-in-san-diego.html" target="_blank">here</a>.)</span></div>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-72800279513826561292019-03-07T10:02:00.000-05:002019-03-07T10:06:37.058-05:00The Moon Challenge Revisited<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpk9akXjeg-qewaOQfUhiwxGvsquYUT8C903PVDzgHptBv9T4gDC25iXVnxBRb_7QSp9ApTcAxSufLI3LfOzernIvHaeZojsD4nEfLkS-HP7_IWhhf_uKvKFwD2FZdBEQtWH5BA8vrVuY/s1600/Quotefancy-6361539-3840x2160.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="843" data-original-width="1500" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpk9akXjeg-qewaOQfUhiwxGvsquYUT8C903PVDzgHptBv9T4gDC25iXVnxBRb_7QSp9ApTcAxSufLI3LfOzernIvHaeZojsD4nEfLkS-HP7_IWhhf_uKvKFwD2FZdBEQtWH5BA8vrVuY/s320/Quotefancy-6361539-3840x2160.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">John Kennedy, Sept. 12, 1962</td></tr>
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There is no question that going to the moon in 1969 was hard, but what's even harder today is making math learning extraordinary. Imagine if we could make the common student statement "I'm not good at math" disappear. It sounds impossible, but it really isn't; it's just plain hard. John Kennedy put a deadline (end of the decade-1960s) on when man would descend on the moon. We as teachers should do the same so we have a target when we'll solve the math problem. The educational gurus have tried to do this before (e.g. No Child Left Behind) and have failed because the goals set forth were not realistic. So what is a realistic goal for math education?<br />
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Larry Cuban makes a distinction between complex and complicated problems. See <a href="https://larrycuban.wordpress.com/2010/06/08/the-difference-between-complicated-and-complex-matters/" target="_blank">link</a>. Complex hard is different from complicated hard in dealing with problems to solve. The latter can be done through systematic planning and human control. A complex system is more like getting a student to succeed in school.<br />
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In math education (ME) we tackle this complex system and don't do very well. (See <a href="http://www.clime.org/2018/11/high-school-math-is-not-working_8.html" target="_blank">this</a>.) We could make ME complicated if we stood the current ME on its head and opted for a more student friendly curriculum. For example, what would happen if we created "textbooks" that kids actually wanted to read instead of our current textbooks which focus on what teachers think students ought to endure because like <a href="http://www.clime.org/2018/03/comments-on-matt-larsons-post-why-teach.html" target="_blank">spinach</a> it's good for them? It's possible, but not very likely because solving ME's dilemmas are thoroughly complex.<br />
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Here's some ideas worth thinking about when you sit down to write a lesson plan.<br />
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"We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too." <i>John Kennedy</i></blockquote>
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"Across the educational landscape, a broad variety of extraordinary teachers and exceptional schools employ technology to transform student experiences, facilitating deep engagement and meaningful learning. But take a moment to re-read that last sentence. Note the words “extraordinary” and “exceptional.” These are words one commonly hears associated with teachers and schools where technology is used in ways that truly enhance learning. My goal is to be able to someday re-write that sentence so that we can report that technology is helping ordinary teachers and schools to do extraordinary things." <i>Barry Fishman</i> (1)</blockquote>
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1. Fishman, B. "<a href="http://clime.org/tech_Fishman.pdf" target="_blank">It's not about the Technology</a>" Teachers College Record, Date Published: July 06, 2006. <a href="http://www.tcrecord.org/">http://www.tcrecord.org</a> ID Number: 12584<br />
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<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-65175224198953090802019-03-05T09:26:00.000-05:002019-03-06T11:10:27.833-05:00Technology & NCTM's Meeting in San Diego: A Closer Look<div class="separator" style="clear: both; text-align: center;">
<a href="http://clime.org/2019/nctm19/sessions_all.png" target="_blank"><img border="0" data-original-height="770" data-original-width="1306" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjMSLoEWNwO1J4ZfK7IoEQVcIWfOcc2FE-SnIUye6wAf_jDsNsPpAy5KOV7xnFJqpSsOYXsyUgF1EGv4Lfi0D-lI9XoQEJz64UaJ1Rut_EatK6ItEi93Ar7Qx3vLG9B2_bW2o4N87_zyrI/s400/wordart.png" width="400" /></a></div>
In CLIME’s 30+ years as a technology affiliate of NCTM a lot of changes have occurred in the world of technology. From the early programming days of using BASIC and Logo to today’s coding challenges we’ve come full circle. The biggest change is the development of social media (conveyance) tools that expands student’s and teacher’s opportunity to collaborate and communicate via Web 2.0 tools. There is also a plethora of dynamic math (action) software & technologies.<br />
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So in the spirit of looking for examples of the above I took a deep dive into the haystack containing <a href="https://ww2.aievolution.com/ntm1901/index.cfm?do=ev.pubSearchEvents" target="_blank">759 sessions</a> and came up with <a href="http://clime.org/2019/nctm19/sessions_thu.html" target="_blank">94 that mention technology terms</a>.<br />
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<b>Dynamic Math software and apps</b><br />
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Leading the pack with 16 sessions is <a href="http://desmos.com/" target="_blank">Desmos</a> and its applications. STEM and STEAM have 15 sessions. Coming in third (which was a surprise to me) with 10 sessions is coding. Graphing calculators are highlighted in 5 sessions while Geogebra has only 5. Other assorted references to technology appear in 14 sessions.<br />
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Here’s a list of all the <a href="http://clime.org/2019/nctm19/sessions_all.png" target="_blank">technology related terms and the number of sessions in which they were found</a>.<br />
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It’s interesting how a program like <a href="http://desmos.com/" target="_blank">Desmos</a> has caught fire. It is a good graphing program which can be used as an activity builder. But what makes it inspiring is the support and leadership provided by the Desmos staff.<br />
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<b>Web 2.0 & Collaboration</b><br />
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There is only <a href="http://clime.org/2019/nctm19/sessions_sat.html#ihorc" target="_blank">one session (#683)</a> devoted to teachers collaborating with teachers online. That’s not to say there are not others devoted to students going online to collaborate with other students. I didn’t come up with any.<br />
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Twitter also has one session late on Saturday. Here's the description:<br />
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<span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">Have you heard Twitter is a great way to connect to other teachers? You've created an account, but aren't sure how to leverage its use for collaboration? Chats are often a nice way to join a conversation. Join us for a burst session focused on making you comfortable with types of chats you may find and some tips on joining the conversation. </span></blockquote>
<span style="background-color: white; color: #333333; font-family: "helvetica neue" , "helvetica" , "arial" , sans-serif; font-size: 14px;">Go <a href="https://ww2.aievolution.com/ntm1901/index.cfm?do=ev.viewEv&ev=1036" target="_blank">here</a> for more details.</span><br />
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The highlighted sessions are the ones I hope to attend.<br />
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<b>CLIME Meeting</b><br />
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<span style="background-color: white; font-kerning: none;">If you are planning to be in San Diego next month please note the date, time and place for our meeting. More details to follow in future blogs.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXugkQzIDljbTmhPhQZMtMe0zg1wmcfMO84iexpcC7vzQzwhd0OMqLKEPD5hcYaiM5juNeTpDYj-9LBE9lvpWn7pC0x5gtmN3uqZXMmSx5ftK_mI9-TSnMlSJCgwziOfyVEo-YZ0xIErg/s1600/location.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1218" data-original-width="1006" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXugkQzIDljbTmhPhQZMtMe0zg1wmcfMO84iexpcC7vzQzwhd0OMqLKEPD5hcYaiM5juNeTpDYj-9LBE9lvpWn7pC0x5gtmN3uqZXMmSx5ftK_mI9-TSnMlSJCgwziOfyVEo-YZ0xIErg/s400/location.png" width="330" /></a></div>
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<span style="background-color: white;">The topic for the meeting will be the same as the title of this post: Technology and NCTM's Meeting in San Diego: A Closer Look.</span></div>
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<span style="background-color: white; color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.850000381469727px;">If you wish to be removed from my mailing list, please let me know by writing </span><a href="mailto:ihor@clime.org" style="color: #771100; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 14.850000381469727px; text-decoration: none;" target="_blank">Unsubscribe</a><span style="background-color: white; color: #333333; font-family: "arial" , "tahoma" , "helvetica" , "freesans" , sans-serif; font-size: 14.850000381469727px;"> in an <a href="mailto:ihor@clime.org" target="_blank">email message</a> to me.</span>Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-73865554703932050012019-02-24T12:21:00.004-05:002019-03-02T18:31:25.084-05:00Technology Sessions in San Diego? <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjYeVTayLvIR7AEjCQDn4BrKi6Fl9sRUTAEfFRd8o73hOrbwTe7cgx3zyqanwZPkSVat6OtiFu-_4CidHHwbxIOYKMbur3u13ZC1rA1V-wdtHf35tjLBYJtp5ZIXeoOS9DT_ItQytSYw4/s1600/Screen+Shot+2019-02-24+at+12.14.01+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="751" data-original-width="1600" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjYeVTayLvIR7AEjCQDn4BrKi6Fl9sRUTAEfFRd8o73hOrbwTe7cgx3zyqanwZPkSVat6OtiFu-_4CidHHwbxIOYKMbur3u13ZC1rA1V-wdtHf35tjLBYJtp5ZIXeoOS9DT_ItQytSYw4/s320/Screen+Shot+2019-02-24+at+12.14.01+PM.png" width="320" /></a></div>
The rollout of the descriptions of the sessions at the annual NCTM Conference are out now (<a href="https://ww2.aievolution.com/ntm1901/index.cfm?do=ev.pubSearchOptions&plannerID=&style=0" target="_blank">link</a>) and as usual CLIME is busy analyzing the technology content of the sessions.<br />
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This year is interesting in that there isn’t a tool & technology strand. My thought was that there would be a much lower number of tech oriented sessions since all speakers would pick one of the proposed <a href="http://clime.org/2019/trends.html" target="_blank">trends & topics</a> for their talks. Fortunately, many of the speakers managed to include a tech session within the context of the proposed themes which were broad enough to include technology.<br />
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Ideally we shouldn’t need a tech & tool strand because most of the presenters (by this time) should be tech savvy enough to demonstrate how they use tech within the context of their theme-based talk/workshop/burst. But based on the number of presentations (12%) mentioning some form of technology I don’t think we’re at a point in time where we can ignore what the revised technology principle envisions.<br />
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Technology sessions: Out of 760 sessions there were 93 that were tech related. See list <a href="http://clime.org/2019/nctm19/sessions_thu.html" target="_blank">here</a>.<br />
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In my next blog post I’ll go into more detail about some of them.<br />
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A reminder: Our annual CLIME meeting will be held on Thursday. Here are more details.<br />
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CLIME's Annual Meeting</div>
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Thursday, April 4, 2019</div>
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7:30pm - 8:30pm</div>
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Hilton San Diego Bayfront Hotel</div>
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Room: Aqua 310</div>
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If you are planning to attend please let me know. <a href="mailto:Ihor@clime.org" target="_blank">Link</a>.<br />
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More information will follow in our next blog post.<br />
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If you wish to be removed from my mailing list, please let me know. Writing <a href="mailto:ihor@clime.org" target="_blank">Unsubscribe</a> will do the trick.<br />
<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-54542138171718626272019-02-06T10:45:00.000-05:002019-02-06T10:45:58.621-05:00Rolling Dice Microworld and Learning Fractions<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbxJaevxHBWlhepiLAFl0efV8e6B-h9Upn_oA0uV6IrXTMvnegT_IKAYRpMi4xBr7kUHfGxBjG-xVYJkDNot1KIr-TXi3en2IO8YP7OjKw-XaJGR8ROAB8V-rekW_BR23GU3ZGDdvYLDg/s1600/rolling.three.die.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="869" data-original-width="1156" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbxJaevxHBWlhepiLAFl0efV8e6B-h9Upn_oA0uV6IrXTMvnegT_IKAYRpMi4xBr7kUHfGxBjG-xVYJkDNot1KIr-TXi3en2IO8YP7OjKw-XaJGR8ROAB8V-rekW_BR23GU3ZGDdvYLDg/s320/rolling.three.die.png" width="320" /></a></div>
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<span style="font-kerning: none;">Common Core, no more? The new governor of Florida has decided to eliminate their version of the common core standards and replace it with something else. But he doesn’t know what that will be. All he knows at the moment is that he is committed to teaching the basics (reading, writing and mathematics). </span><br />
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<span style="font-kerning: none;">Meanwhile a teacher posting on <a href="https://my.nctm.org/communities/community-home/digestviewer/viewthread?GroupId=205&MessageKey=d64652ba-a5f6-40d0-b42c-d6604f7dee1d&CommunityKey=0a10e770-ceb6-4514-ac1c-413a77367143&tab=digestviewer&ReturnUrl=%2fcommunities%2fcommunity-home%2fdigestviewer%3fcommunitykey%3d0a10e770-ceb6-4514-ac1c-413a77367143%26tab%3ddigestviewer" target="_blank">My NCTM’s community forum</a> suggests that teachers should not use a particular textbook because it isn’t aligned with the standards. </span><br />
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<span style="font-kerning: none;">Another 4th grade teacher who was falling behind her common core pacing chart decided to skip a chapter on probability to try to catch up. My reaction was what a missed opportunity. I’m sure she wanted her students to learn their fractions but skipping the probability chapter is not the best way to do that since fractions can be taught using probability as a motivator. </span><br />
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<span style="font-kerning: none;">She may have known that, but her concern that a poor performance by her students on standardized tests would reflect badly on her teaching forced her hand. </span><br />
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<span style="font-kerning: none;">Probability would enhance student interest in learning fractions, but this teacher needed to save time and go directly to the fraction skills chapter. So how can an elementary teacher get the best of both worlds?</span></div>
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The answer is to blend the learning of fractions in the context of probability using technology in the same lesson unit or chapter. It’s too bad textbook companies don’t do a good job with that. </div>
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Here’s my attempt to help with solving this problem. I’m working on a mini probability project that includes three dynamic microworlds written in <a href="https://scratch.mit.edu/about" target="_blank">Scratch</a>. </div>
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These three links will get you an initial peek at these three draft activities.</div>
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<a href="http://dmcpress.org/cm/dice/onediegame.html">Is it Fair: The Single Cube Game?</a> Yes, but why?</div>
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<a href="http://dmcpress.org/cm/dice/twodiegame.html" target="_blank">Is it Fair: The Two Cube Game?</a> No, but why?</div>
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<a href="http://dmcpress.org/cm/dice/threediegame.html" target="_blank">The Three Cube Game? Who will win?</a></div>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-21784946422281620872019-01-11T10:59:00.000-05:002019-01-11T11:02:40.880-05:00CLIME - Technology in Math Ed - A Year in Review<div class="separator" style="clear: both; text-align: center;">
<a href="http://clime.org/" target="_blank"><img border="0" data-original-height="956" data-original-width="970" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAFTxq6qASPuOQAsSYTZ7ntB25qI0RBpI6K4GW6ROJHTffJETL_n0POY8t8h_LVmhdFHt8Pa9yfq9B_NxLH4_MlFRG3U1zsbWrAJ4PmMZy7fBFfnI2ZtR2TTeRXj9MBj6yrdfxhhaeyyM/s200/Screen+Shot+2019-01-11+at+10.27.54+AM.png" width="200" /></a></div>
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Dear friend of <a href="http://clime.org/" target="_blank">CLIME,</a><br />
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Here are some of the blogs CLIME posted in 2018.<br />
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<a href="http://www.clime.org/2018/12/another-rags-to-riches-story.html" target="_blank">Another Rags to Riches Story</a><br />
<a href="http://www.clime.org/2018/11/what-to-do-with-broken-calculator-thats.html" target="_blank">What to do with a Broken Calculator that's Broken...</a><br />
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<a href="http://www.clime.org/2018/11/technology-in-seattle-showcase-of-how.html" target="_blank">Technology in Seattle - a Showcase of How to Use it Effectively(?)</a><br />
<a href="http://www.clime.org/2018/11/high-school-math-is-not-working_8.html" target="_blank">High School Math is Not Working</a><br />
<a href="http://www.clime.org/2018/08/will-blended-learning-be-game-changer.html" target="_blank">Will Blended Learning be a Game Changer?</a><br />
<a href="http://www.clime.org/2018/07/on-making-ordinary-extraordinary-in.html" target="_blank">On Making the Ordinary Extraordinary in Learning Math with Technology</a><br />
<a href="http://www.clime.org/2018/06/its-pedagogy-stupid.html" target="_blank">It's the Pedagogy, Stupid</a><br />
<a href="http://www.clime.org/2018/05/focusing-on-m-in-stem-in-high-school.html" target="_blank">Focusing on the M in STEM in the High School Math Curriculum</a><br />
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Your feedback on any or all of the above posts will be most appreciated.</div>
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It's a new year and a time of transition for CLIME. We will be discussing that issue and others related to math & technology at our annual CLIME meeting this year in San Diego.</div>
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If you are planning to be in San Diego next April please note the date, time and place for our meeting. More details to follow in future blogs.</div>
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CLIME's Annual Meeting</div>
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Thursday, April 4, 2019</div>
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7:30pm - 8:30pm</div>
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Hilton San Diego Bayfront Hotel</div>
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Room: Aqua 310</div>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-27719004647408175402018-12-12T10:01:00.004-05:002018-12-12T10:02:34.981-05:00A Few Things That Annoy Me<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><span style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="https://www.cnn.com/2011/11/05/showbiz/andy-rooney-quotes/index.html" target="_blank"><img border="0" data-original-height="756" data-original-width="1340" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUF0eL1ivRgDeDtn9y0DeZ4WcnzEC0Gwn-I1cU_Tg39iugyPaZTl0949QZav_7ciXv_zYI2BrEnQ15etLWelpCUqlUJ8ehchpVeL66HH_buzGxjxUNtaYjzF6zCoyQAppqStLFlmXhmcI/s320/Screen+Shot+2018-12-12+at+9.49.43+AM.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.cnn.com/2011/11/05/showbiz/andy-rooney-quotes/index.html" target="_blank">Andy Rooney (1919-2011)</a></td></tr>
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As I notice and wonder about blogs that I read, I'm finding two themes (memes?) that are very annoying. They are (1) instructional and (2) notice & wonder routines. Now that I’m retired and become more like Andy Rooney of 60 Minutes fame, I find my personal routines becoming more and more distasteful. After my morning coffee (which I look forward to) I do the following: (1) Clean the litter and litter area (we have 5 cats) (2) Make the bed assuming of course that my wife is up by then (3) brush my teeth with a fancy battery powered toothbrush (Quip) that takes 2 agonizing minutes to complete and (4) take my mouthful of vitamins which takes a while to sort out and swallow. Then I finally make my second cup of coffee and go to my desk to think creative thoughts (like the ones I’m writing now) and time begins to fly by. So needless to say I’m not fond of chore routines. Unfortunately, they are mostly necessary evils.<br />
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My concern about using instructional routines in math classrooms is that they can take over and become boring to students. Speaking of boring there are the notice and wonder routines. The ones I notice and wonder about are happenings in classrooms of bright, bushy tailed students that will notice and wonder excitedly about anything including spilled milk. But I wonder about the students who are less enthusiastic noticing, but only wondering and joking about why the teacher is asking such a boring question.<br />
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Now don’t get me wrong. If notice and wonder routines work for you, then by all means continue.<br />
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I found out from working at an adolescent kid’s camp in Maine back in the 70s that anti-routines where the best anecdote for boredom. At the end of each day the counselors would gather and plan the events for the next day. They were different each day. I know that camps are supposed to be about fun, but they are also educational. The lessons I learned at that camp (when I was in my 20s) served me well. I included an element of surprise in my math classes every day especially for those students who suffered from routines paralysis.<br />
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<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-32711520658772983872018-12-07T09:16:00.000-05:002018-12-07T09:19:46.369-05:00Another Rags to Riches Story<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><span style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="http://dmcpress.org/cm/fraction_track/" target="_blank"><img border="0" data-original-height="1146" data-original-width="1440" height="254" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjwbF-g-MD_FOhOylN59FRjY3F8I52oHIPMCeefG3okSBhxzYYm8nl0yh0JKDFRvLzsWM-VaXw2m1UskW5QDcseUb8MLI5z4P5CuShIQ124xkBNAV9j2j13i7ZUlZxrT2B8KGOenJL9ggQ/s320/Screen+Shot+2018-12-05+at+5.58.56+PM.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://dmcpress.org/cm/fraction_track/" target="_blank">New Version of Fraction Tracks (NCTM)</a></td></tr>
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In a <a href="https://www.clime.org/2018/11/what-to-do-with-broken-calculator-thats.html" target="_blank">previous blog</a> I lamented over the demise of the Broken Calculator. Well there is another program - Fraction Tracks (FT) - that appears to have disappeared as well for the same reason (unsupported plugins). Why does FT need resuscitation? If this simulated board game is used with care it can be a part of the solution to the number one challenge in elementary math education: learning fractions. Before we discuss this NCTM FT "miracle" app, a little background may be useful.</div>
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If you search for a fraction app on the Web you will be amazed at how many there are. FT was/is a golden needle in that haystack. It encourages students to explore equivalent fractions in order to continue with their moves and win the game. From a teacher perspective it can improve their knowledge base and perspective on teaching fractions.* But, alas, the NCTM version which was developed with funding help from the now defunct Marcopolo project suffers from the "unsupported plugin" plague.<br />
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(Put the plague story on hold for a minute or so.) An effective way to introduce the game to students is to use a different modality: a board game version of FT that doesn’t require a computer. Here’s a description of one version of the game.</div>
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<span style="font-kerning: none;">The <i><a href="https://dwwlibrary.wested.org/system/resources/documents/000/001/064/original/2037491-4212898-Fraction_Tracks_Game-primary.pdf?1466819954" target="_blank">Fraction Tracks Game</a></i>, used in fifth-grade classes at Tollgate Elementary School of Expeditionary Learning in Colorado, provides opportunities for students to use equivalent fractions, break fractions apart into unit fractions, and mentally add and subtract fractions with denominators 2, 3, 4, 5, 6, 8, or 10 as they try to move their game pieces from 0 to 1 along tracks labeled in various fractional divisions. Included here are the game boards, rules for a basic game play, and “extension” rules that provide more advanced practice. </span></blockquote>
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<span style="font-kerning: none;">Another way to introduce the game (and eventually the app) is to play it cooperatively. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjckhfGhjakmkuqTAINDBVmKdACBaHrNg7C_xyLM9B-NX_q-VXmIXhhTRwJkfpNlClItDHelb15qrhRT9-BRFz8lgwTIs2qf7WD62HXmdhWE8YTchyphenhyphen2yuu1vFdcorjCBnJF5rW6ixb8B1g/s1600/Screen+Shot+2018-12-05+at+7.30.12+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="712" data-original-width="1256" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjckhfGhjakmkuqTAINDBVmKdACBaHrNg7C_xyLM9B-NX_q-VXmIXhhTRwJkfpNlClItDHelb15qrhRT9-BRFz8lgwTIs2qf7WD62HXmdhWE8YTchyphenhyphen2yuu1vFdcorjCBnJF5rW6ixb8B1g/s320/Screen+Shot+2018-12-05+at+7.30.12+PM.png" width="320" /></a></div>
<span style="-webkit-text-stroke-width: initial;">Start the game by placing one chip on each track, at the beginning (0) of each track.</span></div>
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<span style="-webkit-text-stroke-width: initial;">A student then chooses a card from a deck of fractions. The fraction on the card is the total move a player must make using one or more chips.</span></div>
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<span style="-webkit-text-stroke-width: initial;">The first fraction chosen in this game (see figure on left) was 8/10. On the board the bottom chip is moved to 8/10.</span></div>
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<span style="-webkit-text-stroke-width: initial;"> The play can move on one track or on several tracks, but the total must equal the fraction on the card. What if the next card is 4/10? The student may be stumped as to what to do unless he realizes that 4/10 is equivalent to 2/5. Thusly, the fifth's chip can be moved to 2/5 or the student can realize that 2/5 = 2/10 + 1/5 and thus score a point on the 10th's line as well as move the 5th's chip to 1/5. (See figure below.) The ultimate object is to get all 7 chips to wind up on the 1. (<a href="http://www.learner.org/courses/teachingmath/grades6_8/session_02/section_01_b.html" target="_blank">Here's more</a> on strategies for making moves.)</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfmCvjHd8zSuo836M7S3URpSsfuTze24pCZHmsLNwEx_CTzOT7FD08AizydWiWfPEt7kRlUlaJo16C3s50s_V8piNtSbKi33j1AYTLsBAgjXrYLf73yeA6Bau5c-lLU2bcO1sQwfAxaQ0/s1600/Screen+Shot+2018-12-05+at+7.39.49+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="692" data-original-width="1242" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfmCvjHd8zSuo836M7S3URpSsfuTze24pCZHmsLNwEx_CTzOT7FD08AizydWiWfPEt7kRlUlaJo16C3s50s_V8piNtSbKi33j1AYTLsBAgjXrYLf73yeA6Bau5c-lLU2bcO1sQwfAxaQ0/s320/Screen+Shot+2018-12-05+at+7.39.49+PM.png" width="320" /></a></div>
If a play cannot be made, the game is over. The team score is the number of chips that made it to 1.</div>
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<b>Highlight</b>: <a href="http://www.learner.org/vod/vod_window.html?pid=916" target="_blank">Watch this video</a>** of one teacher’s way of teaching FT to her students. </div>
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The app version has been resurrected (written in Flash) and is now available <a href="http://dmcpress.org/cm/fraction_track/" target="_blank">here</a>. It is a two player game and has a timer. Have fun!<br />
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* <a href="https://dmcpress.org/cm/fraction_track/Impact_fraction_tracks.pdf">https://dmcpress.org/cm/fraction_track/Impact_fraction_tracks.pdf</a><br />
** The video is 16+ minutes but well worth it! Watch it soon because it too might disappear. (A different kind of plague: lack of support.)<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYhvhJG5Z9G-Tp01Ed5l8yJuFdB9ncJLfFiCuTPnqIrnclf2CJVwQG0uKkzc3lDgCRidvqAAjmVmxYCPsQrAsjZuz2a9qQXkAgo0u_vb56zR_kOXcyUGIDmPi67Rzi5FZzWt2RZl2povk/s1600/Screen+Shot+2018-12-06+at+6.39.57+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1086" data-original-width="1052" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYhvhJG5Z9G-Tp01Ed5l8yJuFdB9ncJLfFiCuTPnqIrnclf2CJVwQG0uKkzc3lDgCRidvqAAjmVmxYCPsQrAsjZuz2a9qQXkAgo0u_vb56zR_kOXcyUGIDmPi67Rzi5FZzWt2RZl2povk/s320/Screen+Shot+2018-12-06+at+6.39.57+AM.png" width="309" /></a></div>
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com1tag:blogger.com,1999:blog-1695871120398977027.post-36888331702468735402018-11-28T10:18:00.000-05:002018-11-28T10:19:23.738-05:00Technology in Seattle - a Showcase of How to Use it Effectively(?)<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZd9UKEZ3Ms7TxpzDm5U_EB8yvc8pVfU3e1YxdwODYJQun3pQofnyZldno1AEgKIsw2CPquexbx9JGmBQWmmaapyV3gH1yfm4SOBgDhT9f0C0dWYhUlicKZDrRvWQf5shIM7AwKyd0kWM/s1600/Screen+Shot+2018-11-28+at+9.51.26+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="152" data-original-width="452" height="107" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZd9UKEZ3Ms7TxpzDm5U_EB8yvc8pVfU3e1YxdwODYJQun3pQofnyZldno1AEgKIsw2CPquexbx9JGmBQWmmaapyV3gH1yfm4SOBgDhT9f0C0dWYhUlicKZDrRvWQf5shIM7AwKyd0kWM/s320/Screen+Shot+2018-11-28+at+9.51.26+AM.png" width="320" /></a></div>
The Seattle regional conference opens today.<br />
According to my search results there are 262 sessions of which there are 22 presenters that indicated that their session has a technology focus. That’s 8%. A really low number based on my years of counting sessions at previous meetings. I hope the regional meeting’s low number does not portend what will happen at the annual next April. I don’t think there is causation here since the committee for San Diego is different and well on their way to planning what’s happening there.<br />
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So why am I so fixated on tech at conferences? A conference could be great without tech sessions, right? Well there has been a lot of progress at conferences on the peripheral side - more Wifi availability - speakers have Wifi access as well and it's less dangerous for a speaker to use now than it was in the wild early days of the Internet. However the way speakers use technology for the most part is just a replacement for transparency slides that were ubiquitous when I first started in the 1960s. That's a shame since sessions should be promoting how to use technology in creative, cooperative ways. Let see if that applies in Seattle.<br />
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This<a href="https://www.aievolution.com/ntm1804/index.cfm?do=ev.pubSearchEvents" target="_blank"> link</a> will get you a list of all 262 sessions. If you choose this category type: technology and tools (22) you will see a listing of the 22 sessions - including 2 that have been cancelled.<br />
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Here are the descriptors of some of these sessions:<br />
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Learn to leverage adaptive, game-based challenges and gamification principles to provide joyful, "just in time" activities that personalize learning for all students. Teachers, coaches, and administrators will experience practical strategies for 1:1, computer lab, and BYOD device settings to move K-12 students to deeper levels of understanding.</blockquote>
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A great task engages students with an interesting problem involving essential content. It builds deeper understanding, supports discourse, and provides the opportunity to persevere. Technology alone does not solve it--nor does technology replace thinking. Learning is enhanced when we leverage classroom technology to guide students to deeper math.</blockquote>
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See how handheld technology promotes algebraic thinking and a deeper understanding of sequences, functions, and limits to help students move from algebra to calculus.</blockquote>
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With access to technology, K-5 teachers now have opportunities to promote exploration and inquiry, all while encouraging collaboration. Keep the devices out and help students really engage with the content.</blockquote>
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Come learn with a Desmos Fellow! I will be sharing activities and teacher moves that have created deeper learning, more relevant and thoughtful discussions, and a greater level of engagement in my classroom through Desmos' Activity Builder. These free activities can be used immediately in your classroom.</blockquote>
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Graphs programmed with adaptive "Cold, Warmer, HOT" hints allow students to play hide-and-seek in precalculus and calculus. These dynamic interactive graphs, created with Desmos, purposefully guide students as they explore concepts, make conjectures, and build intuition. Many graphs will be shared. Stop in to check it out--you're getting warmer!</blockquote>
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Fractions are complex mathematical concepts that children struggle with. We will present findings from two types of innovative instruction to fourth graders highlighting the use of number lines, scaffolding, and gesturing to enhance children's knowledge of fractions. One intervention used paper-and-pencil and the other used gaming technology.</blockquote>
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Desmos and GeoGebra offer free access to all with top-of-the-line, highly reviewed websites. Integrating them into the classroom makes math more relevant, engaging, visual, conceptual, and fun for today's digital native students. This interactive session will cover the basics of each website and include strategies for learning.</blockquote>
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Technology can amplify student thinking and creativity, helping students create and understand like they haven't before. It can also think and create FOR students, dazzling them without inspiring or educating them. We'll look at technology (including handheld calculators, Sketchpad, and Desmos) that thinks WITH you and your students, not FOR them. - <i>Eli Luberoff, Desmos</i> </blockquote>
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Augment your calculus teaching by using Desmos to animate its greatest hits! We will share ready-made examples, plus lift the hood to show how to dynamically visualize such classics as secants approaching tangents, derivative sketching, related rates, Riemann sums, the fundamental theorem of calculus, Taylor polynomials, and polar curves.</blockquote>
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Learn to integrate benchmark percents with Desmos tables and graphs to develop a percent backstory for a given situation. The number lines, tables, graphs, and equations discussed highlight the proportionality of percents and present students with a mathematical backstory to guide their decision making when solving percent problems.</blockquote>
Sounds like if you go to these sessions you will be inspired. Hopefully so.<br />
<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-59951180653378911352018-11-27T17:02:00.000-05:002019-01-11T11:05:39.292-05:00What to do with a Broken Calculator that's Broken...<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><span style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><a href="https://www.interactive-maths.com/broken-calculator.html" target="_blank"><img border="0" data-original-height="1266" data-original-width="1600" height="253" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhn4qQHPic8zuscnUfgxDvgarcrvjMultSttX2FZVli31F5bBdEKfrXcygHlApEDPbNk_XCo2tNNLRbEaeMSN3ko45B4BovpCdEFAWJR8ZctWNjBX-4B_UUOM7n6ip301LtBYU_aH5kDu4/s320/Screen+Shot+2018-11-27+at+9.10.54+AM.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.interactive-maths.com/broken-calculator.html" target="_blank">Duncan Keith's app</a></td></tr>
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What to do with a broken calculator that is really broken? Back in 1989, Judah Schwarz developed a software package named "What to do with a Broken Calculator?" It was a simple, but brilliant idea. Take a simulation of a calculator that allows the teacher to break (disable) some of the keys and challenge the student to produce an answer, of say, 50 with most of the number keys disabled. This can be a challenge and an important learning experience for young students.<br />
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Unfortunately, because of the vagaries of Java-based applications all of the really good versions including<a href="http://www.cut-the-knot.org/" target="_blank"> Cut-the-Knot</a>, <a href="http://seeingmath.concord.org/" target="_blank">Seeing Math</a> and <a href="http://www.mathcats.com/microworlds/broken_calculator.html" target="_blank">Mathcats</a> don’t work any more because of “unsupported plug-ins.” Alexander Bogomolny who developed <a href="http://cut-the-knot.org/">cut-the-knot.org</a> writes: “While a good deal of the site has lost its interactivity (Java failure), most pages remain interesting and informative, whereas many others that do not use Java, are still interactive. The situation is unfortunate for which I am deeply sorry." Alex had a working version of Broken Calculator which we may never see again. But then who knows. Stay tuned. If there’s a way and time to do it, Alex will figure it out. (Unfortunately, Alex passed away on July 7th, 2018.)<br />
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In the excellent, but ill-fated On-Math NCTM publication, Broken Calculator was one the issue’s themes. Here’s a quote from the article:<br />
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Broken Calculator is, in effect, an inexpensive, versatile number laboratory. Using Broken Calculator to solve problems forces students to explore operations on numbers and representations much more deeply than does rote application of algorithms. Most important, working with Broken Calculator shifts the responsibility of finding and expressing the answer to the student. Solving problems means inventing a wide variety of strategies to work around the limits set by the disabled keys or functions. Students deepen their number sense, problem-solving capacity, and understanding of the number system— and have fun at the same time! </blockquote>
So is the idea of Broken Calculator lost forever? Or is it alive somewhere? Alas, there is a working remnant(?) of Broken Calculator alive and well on Duncan Keith's site. I say remnant because it's not the open ended one that was developed by the staff at<a href="https://concord.org/" target="_blank"> Concord Consortium</a> and others, but rather by an independent software developer Duncan Keith who somehow manages to keep this site going despite the unpredictability of Java updates. If you go <a href="https://www.interactive-maths.com/broken-calculator.html" target="_blank">here</a> you will meet Eric (below).<br />
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The program has a built-in library of challenges (levels). The one drawback is that it has a timer that may be intimidating for some students. Also it's designed to be used by students independently so it would be difficult to use with a whole group of students to analyze strategies. (Read <a href="http://seeingmath.concord.org/case_studies/raw/ddb5c17af92710e4cd863cef217e1c88/lodocs/ma010/05_classroom/lesson_plans/broken_calculator.pdf" target="_blank">this</a>.) Also, the calculator does not do order of operations.<br />
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So until we hear from one of our Broken Calculator champions of the past (or future) Eric smashing his calculator is our best hope for now.<br />
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Unless, you prefer...<br />
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There is a <a href="https://mathforlove.com/lesson/broken-calculators/" target="_blank">low tech version</a> provided by Dan Finkel developer of <a href="https://mathforlove.com/">https://mathforlove.com</a>. Here's a <a href="https://wordplay.blogs.nytimes.com/2015/03/23/finkel-3/" target="_blank">New York Times article</a> about his Broken Calculator approach.<br />
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com2tag:blogger.com,1999:blog-1695871120398977027.post-68569165891462043382018-11-08T07:26:00.000-05:002018-11-08T07:26:12.629-05:00High School Math is Not Working<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here we go again. We've seen similar charts like this before. What are we the math education community doing that's contributing to this trend? Our new NCTM president Robert Q. Berry recently posted a message to the community in response to articles such as this: MATH SCORES DROP TO A 14-YEAR LOW AS ACT SHOWS MANY HIGH SCHOOLERS UNPREPARED FOR COLLEGE.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">He writes:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"The decline in recent years in the mathematics score on the ACT exam has many educators and policymakers concerned. There is apprehension about whether these scores suggest a negative impact on science, technology, engineering, and mathematics (STEM) readiness and the potential impact on America's economic, social, and political security. While I understand why these are causes for concern for many, I see the discourse about the ACT mathematics scores as an opportunity to broaden the discussion to include issues of equity, curriculum, and assessment. [...] </span> </blockquote>
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<span style="background-color: white; color: #333333;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Critical conversations are necessary for knowing and understanding not only the indicators for mathematics and STEM readiness but also the inequities that contribute to the factors that offer advantages to some learners while disadvantaging others."</span></span></blockquote>
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<span style="font-kerning: none;">The inequities problem continues as does the call to do something about it. Holding conversations does help, but the majority of educators feel helpless to do something that would make a significant difference to what is mostly a complex political problem. </span></div>
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<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;">In my opinion the complicated problem we can solve that keeps things at status quo is the continued use of flawed textbooks that not only do not adhere to the Common Core but also do not offer help in effective pedagogy. Many teachers who have the freedom to use substitute lessons that they find on the Internet or develop collaborately with their colleagues at school or on the Internet (ala #MTBoS) help improve student's learning. For example, some creative schools like SLA (Science Leadership Academy) in Philadelphia use projects to motivate the learning of conventional topics from algebra I and II and geometry. The teachers also create their own lessons which are cooperatively developed. Unfortunately too many teachers just follow the textbooks lessons which turn too many students off to math. There are of course exceptions of textbooks that are well designed and conceptually well grasped by students. An example is EDC's <a href="https://www.edc.org/transition-algebra-0" target="_blank">Transition to Algebra</a> (T2A) which is designed to make the student's experience of learning Algebra more understandable and interesting. Also, using the Heinemann book, <a href="https://www.heinemann.com/products/e05301.aspx" target="_blank">Making Sense of Algebra: Developing Students' Mathematical Habits of Mind</a> help teachers to dive more deeply into the goals of T2A so they can provide an optimal learning experience for their students.</span><br />
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<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;">A more radical (creative) approach* to writing textbooks is to make lessons more like stories which are intrinsically interesting to kids. There are videos that tell stories that could be used as part of a lesson: the 3-act kind that Dan Meyer likes. My 3-part lesson is: 1. Set the Stage 2. Do the Activity 3. Debrief.</span><br />
<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;"><br /></span><span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;">Three examples are: <a href="https://www.youtube.com/watch?v=pSO66sL9SmY" target="_blank">The Weird Number</a>, <a href="https://www.youtube.com/watch?v=sbGjr_awePE" target="_blank">Murdered for Math - Making sense of Irrational Numbers</a>, and <a href="http://dmcpress.org/cmdb75/v2.0/acmultiply/ACmultiply_s.html" target="_blank">13 x7 = 28</a></span><span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;"></span><br />
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<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;">Also, STEM should be a math credited course in High School. We moved Algebra 1 to the 8th grade in my lifetime, why should seniors have to wait till college to experience STEM? It doesn't make any sense not to do that. See my previous <a href="http://www.clime.org/2018/04/nctm-annual-meeting-technology-part-2.html" target="_blank">post </a>on this topic.</span><br />
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<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;">*More on "radically" creative lessons in future bog entries.</span><br />
<span style="background-color: white; color: #333333; font-family: "helvetica neue"; font-size: 14px;"><br /></span>Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-19945684698683357472018-09-24T15:57:00.002-04:002018-09-25T14:59:55.074-04:00Regional Meeting in Hartford, CT<div class="separator" style="clear: both; text-align: center;">
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The first of three regional conferences is almost here. You can register <a href="https://www.nctm.org/hartfordreg/" target="_blank">here</a>. As far as technology is concerned NCTM has highlighted Technology as a Tool sessions in its preview as an essential topic. Here's the description.<br />
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<b>Technology and Tools</b><br />
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<i>Discover ways in which tools and technology enhavce meaningful instructional experiences with presentations that highlight opportunities to support students' increased discourse, strategic thinking, and engagelment with importan mathematical ideas.</i><br />
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The opening session sounds good for an overview of issues concerning teachers today.<br />
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OPENING SESSION | Thursday, October 4, 5:30 p.m.–7:00 p.m. AMY LUCENTA<br />
GRACE KELEMANIK<br />
Making Equitable Practices Routine<br />
Students face a constantly changing, data drenched world filled with fake news and <i><b>powerful technologies.</b></i> Learning concepts and skills will not suffice, and leaving students behind is not an option. Each and every student needs to develop mathematical thinking and reasoning. This can only happen when students are talking together to make sense of important mathematics and each and every student is contributing to the conversation. So, how do we ensure that all students develop as mathematical thinkers and communicators? Leverage the predictable nature and uniform design of instructional routines to support students and teachers alike.<br />
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You will find a list of all the sessions <a href="https://ww2.aievolution.com/ntm1805/index.cfm?do=ev.pubSearchEvents" target="_blank">here</a>.<br />
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To see all 25 of the Technology and Tools sessions click on the Search Sessions image above. Then choose Technology and Tools from the Category field.<br />
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You should see the following list for Friday:<br />
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And for Saturday:</div>
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There are a total of 195 session so 25 Tech sessions are about 13% of the total.<br />
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I was surprised to see that almost all the tech sessions were geared toward high school teaching. Desmos, Geogebra and graphing calculators were the application most used in the sessions. Since my personal interest is middle school, here's the ones I would attend (in no particular order).<br />
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Session 27: Geometry Explorations: From Drawings to Constructions, Discovery at Your Fingertips<br />
Workshop leader: Karen Greenhaus<br />
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Experience the power of exploring geometry concepts hands-on, starting from simple drawings of geometric objects and going right into manipulating their attributes, testing conjectures, and developing geometric properties. Participants will participate in a hands-on workshop working with technology and geometric problem-solving activities.</blockquote>
Session 103: D^3: Discourse, Differentiation & Desmos: A Deeper Look at Technology through an Equity Lens<br />
Workshop leader: Allison R Krasnow<br />
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This workshop will explore how to integrate Desmos with your curriculum to deepen discourse, differentiation, and formative assessment. You'll experience several strategies for more robust mathematical engagement with Desmos including using word banks, sentence frames, and supporting students to do error analysis on common misconceptions.</blockquote>
Session 142: Ideas for Math Class on Twitter: Sharing, Exchanging, or Lurking<br />
Burst Speaker: Robin Schwartz<br />
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Twitter is a great place for math educators to find tasks, routines, and camaraderie. In this workshop, we will visit the #mtbos (Math Twitter BlogOSphere), #elemmathchat, #observeme, #iteachmath, and other Twitter hashtags and people for inspiration and motivation for both teachers and students! </blockquote>
If you attend any of the above sessions (or any others for that matter) please let me know how it went.<br />
<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-11142501431208101702018-08-03T09:58:00.001-04:002018-08-03T10:04:58.231-04:00Will Blended Learning be a Game Changer?<div class="separator" style="clear: both; text-align: center;">
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Here’s a picture (circa 1968) of me pretending to teach while my students were pretending to learn. But how could I say that given that this was my best Algebra class and most of the kids got As and Bs? Well, what I discovered many years later was that the students were just doing what I asked them to do to please me and no one was very inspired to explore algebra beyond what I fed them. But that was good enough then. My model was the textbook: Mary Dolciani’s Algebra 1. For those of you that remember the Dolciani method you probably recall that it was a hard-nosed, traditional approach. For the kids it was a series of hoops that they struggled to jump through. But to what end? Algebra II of course! I didn’t question this approach at the time, though I did think about alternative ways of teaching math in my university days. My school’s culture was traditional, so I didn’t dare to deviate.<br />
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According to an <a href="https://www.edutopia.org/article/are-we-innovating-or-just-digitizing-traditional-teaching-beth-holland" target="_blank">Edutopia article</a> by Beth Holland the peril of such an approach handicaps students. They remain “consumers of teacher-directed content instead of becoming creators of knowledge within a context that they can control.” Will Richardson (during an interview with Beth)* said that he went through a standard school experience and he turned out OK. So what was so bad about that? Beth responded that that model was OK for then, but not for <i>today</i>. We need a new model. This new approach shouldn’t make the old model “wrong” but through a gradual process move teachers to a new way of teaching and learning given all the new resources that are now available. Teacher buy in to new models is crucial. One reason that the introduction of technological devices into the classroom is a good way to start is because most teachers understand that technology tools are important in the lives of students so integrating them into the classroom is an accepted norm by most teachers.<br />
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In the aforementioned article in Edutopia Beth writes:<br />
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“A few months ago, I noticed an increased amount of discussion around the notion of <a href="https://en.wikipedia.org/wiki/Blended_learning" target="_blank">blended learning</a>. Many of these conversations started on a similar note: “We’re blended—all of our teachers use Google Classroom” (or Edmodo, Schoology, Canvas, Moodle, etc.). However, in probing further, I often discovered that these tools had merely digitized existing content and classroom procedures. […] While blended learning [e.g.] brings with it the promise of innovation, there is the peril that it will perpetuate and replicate existing practices with newer, more expensive tools.” </blockquote>
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“True blended learning affords students not only the opportunity to gain both content and instruction via online as well as traditional classroom means, but also an element of authority over this process. […] blended learning could fundamentally change the system and structure of school, and provide students with a more personalized, active learning experience.”</blockquote>
Previously, Beth interviewed 3 instructional coaches from Bellevue, Nebraska about their 1-1 iPad initiative and move to blended learning.<br />
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“These coaches saw blended learning as providing students with control over how they learn, the pace of the learning experience, and where they might choose to learn within the classroom.”</blockquote>
Supporting student agency is one of the main tenets of the blended model (that is described in detail in Michael Horn’s book “<a href="https://www.amazon.com/Blended-Disruptive-Innovation-Improve-Schools/dp/1118955153/ref=sr_1_1/135-4944076-7134043?ie=UTF8&qid=1533304152&sr=8-1&keywords=blended+michael+horn" target="_blank">Blended</a>”) that districts like the one in Bellevue, Nebraska have adopted. But unfortunately blended learning can become just a buzzword when teachers and administrators don’t understand it very well.<br />
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Horn writes on page 34 “Some element of student control is critical; otherwise, blended learning is no different from a teacher beaming online curriculum to a classroom of student through an electronic whiteboard.”<br />
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*iTunes podcast “Modern Learners, Podcast #47”<br />
<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-53608472481137576802018-07-19T11:41:00.006-04:002018-07-20T09:21:37.425-04:00On Making the Ordinary Extraordinary in Learning Math with Technology<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnwyl-wNU2zyK9kcglKLUhYrNJcNv8XTCmQe53ehGy_zxU7R08Iz6srCfbycOVPnr0mQNtQReaHwGa2ehXtE4645S6CkBrb6hJ-0qh_wCL027pY1O3QPMm-YaEWihIuTCrPIlQ5nL6suA/s1600/Screen+Shot+2018-07-19+at+11.14.47+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="152" data-original-width="333" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnwyl-wNU2zyK9kcglKLUhYrNJcNv8XTCmQe53ehGy_zxU7R08Iz6srCfbycOVPnr0mQNtQReaHwGa2ehXtE4645S6CkBrb6hJ-0qh_wCL027pY1O3QPMm-YaEWihIuTCrPIlQ5nL6suA/s320/Screen+Shot+2018-07-19+at+11.14.47+AM.png" width="320" /></a></div>
<blockquote class="tr_bq">
"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. [...]. 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."</blockquote>
So wrote Barry Fishman in his article, "It’s Not About the Technology" (Teacher's College Record) back in July 6, 2006. I don't think he would have anticipated that 12 years later we wouldn't have made more significant progress toward extraordinary than we have so far.<br />
<br />
In a recent <a href="http://www.clime.org/2018/05/more-from-clime-meeting.html" target="_blank">post</a> I wrote about the SAMR model - a framework for tech integration developed by Dr. Ruben Puentedura.<br />
<br />
According to <span style="color: red;"><a href="http://www.schrockguide.net/samr.html" target="_blank">Kathy Schrock</a>, </span>the SAMR (substitution, augmentation, modification, and redefinition) is a model designed to help educators infuse technology into teaching and learning. The model supports and enables teachers to design, develop, and infuse digital learning experiences into their curriculums. The goal is to transform the student's learning experiences so they result in higher levels of achievement.<br />
<br />
<b>SAMR Model</b><br />
Substitution - Tech acts as a direct substitute, with no functional change<br />
Augmentation - adds some functional improvement<br />
Modification - change the learning task; becomes collaborative<br />
Redefinition - performing a task inconceivable without the tech (i.e. Sketchpad or Desmos)<br />
<br />
During my years at CIESE* (1990-2007), we developed a similar model using descriptors that were more user-friendly. Here are the stages of "professional growth."<br />
<br />
<b>Year 1</b><br />
Stage 0: Awareness. Announcement of a technology integration project. Participating teachers attend an overview of the project.<br />
Stage 1: Learn. Teachers learn about the technology they will be using which includes a teacher computer station, digital whiteboard, laptops, tablets, handhelds and software.<br />
Stage 2: Adopt a lesson strategy.** (1) Set the stage (2) Do the activity (3) Debrief.<br />
Stage 3: Experiment. Teachers use a one computer station and a digital whiteboard to do a model lesson using appropriate software. Math coach and/or supervisor helps with the lesson. Eventually, the teacher goes "solo" with the lesson. Practicing the STS-DTA-Debrief model lesson/activity is crucial to moving to the Redefinition (SAMR) phase. Administrative support throughout.<br />
<br />
Research has shown that combining many thinking skills improves learning outcomes. Creating, applying, remembering, analyzing, understanding, and evaluating can all be used together in rich, well-designed learning activities and projects to improve the effectiveness and longevity of learning results.***<br />
<br />
<b>Year 2</b><br />
Implementation stage. Experimented lessons become a more permanent part of the curriculum. New models introduced that support collaboration. Teachers write new lessons/activities. Teachers mentoring new teachers in the project. Administrative support continues.<br />
<br />
<b>Year 3</b><br />
Institutionalization stage. Original cohort of teachers continues to share their work with colleagues. This teacher to teacher sharing with the help of the math coach becomes the cornerstone of school life.<br />
<br />
That was our model at CIESE. And it worked extremely well at the middle school level in Passaic, NJ by 2007. The teachers learned a lot, but what about their students? Unfortunately, they were still bound by textbooks which from my observations kept learning to a minimum. (As of 2015, test <a href="https://www.state.nj.us/education/pr/1415/31/313970095.pdf" target="_blank">scores remain low</a> in Passaic.)<br />
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Textbooks continue to be barriers to extraordinary learning. We need dynamic curriculums that not only engage students but develop in them a passion to learn.<br />
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*Center for Innovation in Engineering & Science Education at Stevens Institute of Technology in Hoboken, NJ<br />
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**The heart of effective problem-based teaching is this: the teacher sets the stage with a problem, puzzle, or game containing an interesting context, where school math isn’t the focus; the students then engage in the activity, followed by the teacher debriefing the activity with the students and the math learned is revealed. When all is said and done, the students will learn some powerful mathematics. (Examples forthcoming.)<br />
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***21st Century Skills: Learning for Life in Our Times, Trilling, B. & Fadel, C. (Jossey-Bass, 2012), P. 51</div>
Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-59415219567851713052018-06-27T12:17:00.001-04:002018-06-27T12:24:17.875-04:00It's the Pedagogy, Stupid<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3jxbGH-5PRhfwCatyyuBoTJVjTQFRsnhRHMgNgy4PzJkGQPgdDTiYhzHB5BjsXx3-ooK_5puMn3TZrcA7CAqUI54weLZHn_kfjLQ07Up8dsLkZ-8_vL38YyM3U4pbjSSnKodrVJOhO9I/s1600/bulls.eye.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="416" data-original-width="447" height="297" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3jxbGH-5PRhfwCatyyuBoTJVjTQFRsnhRHMgNgy4PzJkGQPgdDTiYhzHB5BjsXx3-ooK_5puMn3TZrcA7CAqUI54weLZHn_kfjLQ07Up8dsLkZ-8_vL38YyM3U4pbjSSnKodrVJOhO9I/s320/bulls.eye.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.rt3nc.org/edtech/the-tpack-model/" target="_blank">TPACK Model</a></td></tr>
</tbody></table>
In my early days of giving talks at conferences, I occasionally used the word pedagogy in the title of my talk. I didn't get many takers. In fact, on one occasion no one showed up. So I stopped using the word in the title of my talks. And presto, attendance improved. So you're probably wondering about why I'm using the word in the title of this blog. Some background should help to answer the question.<br />
<br />
Recently, I read Larry Cuban's latest book "<a href="https://www.amazon.com/Flight-Butterfly-Path-Bullet-Technology/dp/1682531376/ref=sr_1_1?s=books&ie=UTF8&qid=1530116396&sr=1-1&keywords=cuban+the+flight+of+a+butterfly" target="_blank">The Flight of a Butterfly or the Path of a Bullet?</a>" in which he<br />
<blockquote class="tr_bq">
<i>[...] looks at the uses and effects of digital technologies in K–12 classrooms, exploring if and how technology has transformed teaching and learning. In particular, he examines forty-one classrooms across six districts in Silicon Valley that have devoted special attention and resources to integrating digital technologies into their educational practices. Ultimately, Cuban asks if the use of digital technologies has resulted in transformed teaching and learning in these classrooms. </i>(<a href="http://newbooksnetwork.com/larry-cuban-the-flight-of-a-butterfly-or-the-path-of-a-bullet-using-technology-to-transform-teaching-and-learning-harvard-education-press-2018/" target="_blank">Source</a>)* </blockquote>
Cuban found that about 2/3 of the teachers became regular users of technology and were happy that it made for a smoother delivery of instruction to the students. But did it produce better results? In other words, were the students learning better? Cuban doesn't answer the question because he didn't focus on results. He leaves that to future researchers. He did discover that teachers in Silicon Valley do use technology and found that it makes them more efficient with getting resources out to kids. But the question: did they learn better? doesn't get answered. I would characterize what the students were experiencing was Blended Learning. But were they learning better than before? Since Cuban doesn't help me with that I looked for some research on Blended Learning to help me.<br />
<br />
In reviewing a conference presentation by Rebecca Griffiths ("<a href="https://www.insidehighered.com/digital-learning/article/2017/07/26/researchs-clues-what-works-blended-learning" target="_blank">What Works in Blended Learning</a>") the author, Doug Lederman had this takeaway:<br />
<blockquote class="tr_bq">
[...] The use of technology itself appears not to be primarily responsible for [...] improved outcomes. Rather, the accumulated studies they shared found that the biggest effects came when the instructors changed what material they taught and how they taught it. "If you just use a new digital learning technology without changing anything else, chances are you're not going to have a significant impact" on learning, Griffiths said. </blockquote>
So it appears that the bottom line is what Cathy Davidson wrote in her book (<a href="https://www.amazon.com/New-Education-Revolutionize-University-Students/dp/0465079725/ref=sr_1_1?ie=UTF8&qid=1530110379&sr=8-1&keywords=new+education+cathy+davidson" target="_blank">The New Education</a>):<br />
<blockquote class="tr_bq">
"The real lesson for the New Education is that we need more active, creative ways of teaching that put some of that computer power to good pedagogical use." </blockquote>
So we've come full circle. What do we/you mean by good pedagogical use? In other words, how do we get kids to really want to learn what you want them to learn? That's the holy grail.<br />
<br />
In my thinking about pedagogy, I went exploring and discovered the <a href="https://www.blogger.com/"><span id="goog_1335230420"></span>Cult of Pedagogy</a>. The title is meant as a joke (there's no cult here) but the website is really good for folks who want to improve their personal pedagogy especially in using technology. The author, Jennifer Gonzalez, does make a living from this site so it will cost you some, but it's reasonable.<br />
<br />
*This source includes a 30-minute podcast interview with the author, Larry Cuban.<br />
<br />Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-18248167522775700982018-06-10T12:29:00.002-04:002018-06-10T12:32:15.574-04:00Logo Summer Institutes 2018<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3SwVyyqkLygxxx4uOldZc5KD_obS2J-mt_CJ-eCs2Go3M6Y0pI1VN-A0xl2EWHsEaNNJqf3UbMfLEIk-_6B0kKEh6hyphenhyphenTduq1nFDCPe6VHjNRhdKokr8RSgpoQzyxevtlzsSgV6oPOMUc/s1600/Screen+Shot+2018-06-10+at+12.31.22+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="355" data-original-width="519" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3SwVyyqkLygxxx4uOldZc5KD_obS2J-mt_CJ-eCs2Go3M6Y0pI1VN-A0xl2EWHsEaNNJqf3UbMfLEIk-_6B0kKEh6hyphenhyphenTduq1nFDCPe6VHjNRhdKokr8RSgpoQzyxevtlzsSgV6oPOMUc/s320/Screen+Shot+2018-06-10+at+12.31.22+PM.png" width="320" /></a></div>
These workshops are intensive immersions in creative computing for K12 teachers, parents, and technology integrators. Our project-based approach supports computational thinking and STEAM learning and teaching.<br />
<br />
Learn to code as you explore and create projects using Scratch, Makey Makey, Hummingbird, micro:bit, Arduino, and a variety of other hardware and software platforms.<br />
<br />
We’re in the midst of some big changes in the technologies available for creative computing, which we will be incorporating into the Logo Summer Institutes:<br />
<br />
Scratch 3.0 is rolling out this summer, promising a wide range of extensions for physical computing, including LEGO, Arduino, micro:bit, and more. Scratch 3.0 also runs on iPads and Android tablets.<br />
<br />
The versatile and inexpensive micro:bit is becoming a popular platform for physical computing and robotics. And, it is now integrated with the Hummingbird.<br />
<br />
<b>Register Now</b><br />
<br />
Registration remains open for two Logo Summer Institutes:<br />
- June 18-21 in Sugar Land, Texas<br />
- July 9-12 in New York City<br />
<br />
For more information visit <a href="http://www.logofoundation.org/summer">www.logofoundation.org/summer</a> or contact us by email: <a href="mailto:info@logofoundation.org">info@logofoundation.org</a><br />
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Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-50239467549696020722018-05-22T14:30:00.001-04:002018-05-23T16:17:57.255-04:00Focusing on the M in STEM in the High School Math Curriculum<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7zwZri3Wo1CX7jmWJjkjO7dcRUnsRpyf3-y2nunxXvSukXSOaew76ZEoEjs-l7LauG6Nx77RmJWKDI01gfu9AxCro4kWgV_rE4_scvgEiEGG0h49sWf3lSRRVBZfsb-HHmIgukOmP1cs/s1600/MinSTEM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="160" data-original-width="325" height="157" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7zwZri3Wo1CX7jmWJjkjO7dcRUnsRpyf3-y2nunxXvSukXSOaew76ZEoEjs-l7LauG6Nx77RmJWKDI01gfu9AxCro4kWgV_rE4_scvgEiEGG0h49sWf3lSRRVBZfsb-HHmIgukOmP1cs/s320/MinSTEM.png" width="320" /></a></div>
In 2014, <a href="https://www.smartickmethod.com/blog/math/mathematical-curiosities/stem-education-math-enlightment/" target="_blank">CNN reported</a> that only 16% of high school seniors end up pursuing careers in STEM, despite the fact that industry-related jobs are growing at a rate 1.7% faster compared to non-STEM-related professions. Furthermore, many of those who have related degrees end up pursuing careers outside of what they were trained in.<br />
<br />
It seems that it would be useful to offer a STEM Math course in high school that would prepare students to study STEM in college so that they will be ready for a STEM career. This doesn’t have to violate what NCTM has outlined in <a href="https://www.nctm.org/catalyzing/" target="_blank">Catalyzing Change in High School Mathematics</a> where the authors say that in the first 2.5 years of high school students should continue to work on and be able to use the essential math concepts that all students should know. This includes statistics which should be included in the algebra 1, algebra 2 sequence. Students who want to do AP Calculus would continue along a path that includes a pre-calculus course. Course selection after the common pathway should be based on students’ needs, goals, and interests. This is where a course in STEM would serve a useful purpose. I would call it <b>steM</b> where the focus is on mathematics within the context of science, technology, and engineering. <a href="https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Matt-Larson/Math-Education-Is-STEM-Education!/" target="_blank">Matt Larson</a> has written that STEM in its present implementation is not strong in its math component. I agree. And that’s why we need to develop a STEM course that focuses on the math component and makes it come alive for students. One example that came to mind was the example in Dan Meyer’s blog: <a href="http://blog.mrmeyer.com/2018/the-teaching-muscle-i-want-to-strengthen-in-2018/" target="_blank">The Teaching Muscle I want to Strengthen in 2018</a>. In it, he mentioned a Desmos activity called <a href="https://teacher.desmos.com/activitybuilder/custom/58fe486a303d570610a4cfc1" target="_blank">Complete the Arch</a> that could become a part of the lesson of building an arch-style bridge. I searched for an arch bridge building lesson which I didn’t find (most of the bridge activities were for elementary students) but I did find some <a href="https://www.youtube.com/watch?v=TksPAQHSvso" target="_blank">neat videos</a> that would be perfect to show in the contents of a high school lesson.<br />
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So in summary what I’m calling for is for NCTM to organize a committee that would focus on developing an excellent <b>steM</b> curriculum that could be an option for students who are not on the calculus path.<br />
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Let me know what you think.Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-24056943385875471482018-05-10T10:13:00.000-04:002018-06-26T17:35:31.506-04:00More from the CLIME Meeting<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid0SqEGJLdWBX_elBtmER7trJNCzEDHhJnbGoXhgX16x48koE9ZVhAmbRBAv1z4y9nTGbq73r7E7YmqzZPCY8hu1pS3b7VGlSvDBbVLgc5nJKkmoL0-t1GD1sWUWfybF-eItVTqQV2yXs/s1600/Screen+Shot+2018-05-08+at+3.37.51+PM.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="260" data-original-width="233" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEid0SqEGJLdWBX_elBtmER7trJNCzEDHhJnbGoXhgX16x48koE9ZVhAmbRBAv1z4y9nTGbq73r7E7YmqzZPCY8hu1pS3b7VGlSvDBbVLgc5nJKkmoL0-t1GD1sWUWfybF-eItVTqQV2yXs/s1600/Screen+Shot+2018-05-08+at+3.37.51+PM.png" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Neil speaking at an Ignite session</td></tr>
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Neil Cooperman, long time <a href="http://clime.org/" target="_blank">CLIME</a> member and supporter, offered these comments at our recent CLIME get-together in Washington, DC. The question on the floor was:<br />
<br />
What are effective ways to use technology?<br />
<br />
Neil says:<br />
<blockquote class="tr_bq">
"A lot of people using technology are using it as a subsititute for what they did before. They are not using the SAMR model. They are not using technology to really change how learning and teaching happen."</blockquote>
According to <a href="http://www.schrockguide.net/samr.html" target="_blank">Kathy Schrock</a> the SAMR (substitution, augmentation, modification, and redefinition) is a model designed to help educators infuse technology into teaching and learning. Popularized by <a href="http://www.hippasus.com/rrpweblog/archives/2013/04/26/SAMRBeyondTheBasics.pdf" target="_blank">Dr. Ruben Puentedura</a>, the model supports and enables teachers to design, develop, and infuse digital learning experiences into their curriculums. The goal is to <i>transform</i> student's learning experiences so they result in higher levels of achievement. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhUJgFHEK4IOfEtNh392Dq6k9D-Rx8d1Kz83HVp6lKg36QyZkFWycZ14t80KxvbvD2xc4CukGrU1YOE0AZUYuPbp1pPyIzYeY9gssbgfA-zwPp9sb4sjbwRQACKgJbB6bAe4J8AZ5QHpM/s1600/samr.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="427" data-original-width="576" height="237" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhUJgFHEK4IOfEtNh392Dq6k9D-Rx8d1Kz83HVp6lKg36QyZkFWycZ14t80KxvbvD2xc4CukGrU1YOE0AZUYuPbp1pPyIzYeY9gssbgfA-zwPp9sb4sjbwRQACKgJbB6bAe4J8AZ5QHpM/s320/samr.png" width="320" /></a></div>
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The key word of course is transform. How do we know if students learning has been transformed? What usually comes to mind is test scores. But there are other more informal and powerful ways. These include:<br />
<br />
<ul>
<li>Jo Boaler's <a href="https://www.amazon.com/Mathematical-Mindsets-Unleashing-Potential-Innovative/dp/0470894520/ref=sr_1_1?s=books&ie=UTF8&qid=1525898692&sr=1-1&keywords=jo+boaler+mathematical+mindset" target="_blank">Mathematical Mindsets</a> describes how students perception of mathematics can be changed by providing students with practical strategies and activities. This can help teachers and parents show all children, even those who are convinced that they are bad at math, that they can enjoy and succeed in math.</li>
</ul>
<ul>
<li>Another example is <a href="https://www.youtube.com/watch?v=6KLN4ZW_tII&feature=youtu.be" target="_blank">Annie Fetter's I Notice, I Wonder</a> activities that can turn an indifferent student to be fully engaged in the lesson.</li>
</ul>
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But both of those are not technology specific. This next one is.<br />
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The program Green Globs available from <a href="http://greenglobs.net/" target="_blank">David Kibby</a> absolutely transforms students attitude and skill level with functions. (Neil would definitely concur with me on this choice.)<br />
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More technology specific activities in my next blog entry.Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0tag:blogger.com,1999:blog-1695871120398977027.post-87873298984929966572018-05-08T09:15:00.000-04:002018-05-08T09:25:25.768-04:00Shall CLIME meet a Demise or a Renaissance?<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2joI76ay-Y2Ti5Sb-xJfVeaebiTJsQ3XjYW8W8_3sNgtKCaNtVxIYzGYZNU89tjWT0XNF4OvtZPQSOF-BG3WRlKbsFAH8oqqnIzhDobpjYIkME05hIboFp9zZBjaNhO5odnOPbyXG3uU/s1600/Screen+Shot+2018-05-06+at+10.10.56+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="338" data-original-width="261" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2joI76ay-Y2Ti5Sb-xJfVeaebiTJsQ3XjYW8W8_3sNgtKCaNtVxIYzGYZNU89tjWT0XNF4OvtZPQSOF-BG3WRlKbsFAH8oqqnIzhDobpjYIkME05hIboFp9zZBjaNhO5odnOPbyXG3uU/s320/Screen+Shot+2018-05-06+at+10.10.56+AM.png" width="247" /></a></div>
That was the question I pondered as I stood at the entrance to Marquis Salon 14 in the Marriott Marquis Hotel in Washington DC where the annual <a href="http://clime.org/" target="_blank">CLIME</a> meeting was to happen. My meeting was to start at 7:15pm and it was now 7:30pm. I knew I had steep competition. Who could resist free food, adult beverages, and a T-shirt at the Casio reception next door? I watched as people passed me by to go there. It looked like the ghost of demise was the answer to my question. Well not exactly. I did meet Patricia Dickenson, Associate Professor of Teacher Education at National University, San Diego, CA the day before and she was interested in a leadership role in CLIME that she was just beginning to learn about. She cheered me up and I was encouraged. Eventually, a group of friends (that's what I call members and members-to-be of CLIME) showed up and a lively session ensued. Before the session ended one of the participants John Stevens an instructional math and technology coach at Chaffey Joint Union High School District in Ontario, CA said he was interested in working with us to lead CLIME into that Renaissance I was dreaming about. So the initial goal is to have and plan for a CLIME event at the San Diego meeting in 2019. Are you also interested in helping out? Here are some ways you can do that:<br />
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1. Send in a proposal to speak at the NCTM annual meeting on a technology theme in San Diego next April. <a href="http://nctm.org/speak" target="_blank">Link</a>. The deadline is May 15th. If you succeed let CLIME know (<a href="mailto:ihor@clime.org">ihor@clime.org</a>) so we can promote your session.<br />
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2. If you are speaking at one of the regional conferences this year, let me know so I can promote your presentation as well.<br />
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3. CLIME's mission is to is to empower math communities to transform the teaching and learning of math through the use of dynamic tools in our Web 2.0 world. If you believe strongly that CLIME should exist to continue to lobby NCTM to promote the effective use of technology in math education, then membership is for you! Membership in CLIME is free. Just <a href="mailto:ihor@clime.org" target="_blank">send me</a> an email that you support our effort.<br />
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<b>Previous Posts</b><br />
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<a href="http://www.clime.org/2018/03/the-annual-nctm-meeting-is-less-than.html" target="_blank">NCTM Annual Meeting & Technology (A Closer Look - Part 1)</a><br />
<a href="http://www.clime.org/2018/04/nctm-annual-meeting-technology-part-2.html" target="_blank">NCTM Annual Meeting & Technology (A Closer Look - Part 2)</a><br />
<a href="http://www.clime.org/2018/04/math-and-technology-stem-at-nctm.html" target="_blank">NCTM Annual Meeting & Technology (A Closer Look - Part 3)</a><br />
<a href="http://www.clime.org/2018/01/clime-renaissance-in-2018.html" target="_blank">CLIME Renaissance 2018?</a><br />
Ihor Charischakhttps://www.blogger.com/profile/09311015215728634606noreply@blogger.com0