
MathematicsinContext
Activity Assignment (EMAT 3450)
Resources
List
articles, materials, and resources that assisted you in preparing
your activity.
Provide
copies of articles.
Introduction
Answer
the following questions:
What mathematical topic (e.g. process, content, application)
will you teach?
Where
does your topic fit in the curriculum?
What
is important to know about your topic? What
is difficult to understand related to your topic?
Describe the class or classes where you would like to use
your lesson.
Describe
the purpose of your lesson and your objectives.
Give
a detailed description of the activity and materials needed.
Describe
how you will find out what your students learned.
Include
any materials you may use.

Field
Trip and Contextual Activity Assignment
Purpose
The
purpose of this assignment is to learn how to prepare and implement
a field trip in your community and to create contextual mathematics
lessons that take advantage of the experiences gained during
the field trip.
Group
and Individual Responsibilities
A group of 34 students will design each field trip. Each individual
in the group will prepare one lesson based on the field trip.
The different lessons should represent different levels of mathematics.
The group will choose and teach at least one of the lessons.
Choosing
a Site
Consider
service, retail, or manufacturing industries. You might even consider
a school as an industry. Identify a contact person who will work
with you throughout the process. Consider access to the school
you where you are working. Consider the mathematical opportunities.
Visit
the Site
Decide what would be appropriate for students to do at the site.
Decide what mathematical lessons could be drawn from the field
trip. Make arrangements: Work with a contact person. Arrange all
details, specifically, in writing. Work with your school to decide
which students will go, travel, and safety arrangements. Arrange
transportation and permission for students.
Prepare Lessons
Use our class lessons as models. Consider the high school curriculum.
Be creative and realistic. Be sure the field trip connects to
the lessons. You will be teaching this lesson to students who
participated in the field trip.
Approval
All trips must have written approval from: Course instructors
Your school administrators Industry officials
Class
Book
All trips and lessons will be compiled into an electronic class
book. You will be able to download any trips or lessons that you
want for your teaching.

Format
for Contextual Field Trip and Lessons
Title
Be descriptive so people will know what your project is about.
Authors
List
names and contact information.
Brief
Description
Briefly explain what industry you are visiting and what mathematics
will be addressed. Explain what school/class you will be working
with.
Contact
Information
Industry
Field
Trip
Describe
what arrangements were necessary. Describe what was done at the
industry.
Mathematical
Lessons
A
lesson should be prepared by each person in the group and should
address a different level of mathematics. You will only be required
to teach one of the lessons. Describe the purpose of your lesson
and your objectives. Give a detailed description of the activity
and materials needed.
Assessment
Describe
how you will find out what your students learned. Include any
materials you use.
Resources
List articles and materials that assisted you in preparing your
activity.
Class
Book
All projects must be submitted electronically. All projects will
be compiled electronically for the class book that will be available
electronically.

FINAL
PROJECT
Mathematize
an important issue that pertains to a group of learners. In essence,
you want the learning of mathematics to emerge from a context that
is relevant to a group of learners.
 Identify a group of learners from a specific school that you
may be teaching in the future. You will find this information
via public records.
 There is one requirement: the class will be a tenth grade class
with an integrated, Standards based curriculum. See Principles
and Standards for School Mathematics (2000) and refer to curriculum
in Dr. Wiegel's class.
 Identify an issue
that is relevant to this group of learners (see example from Tate
article).
 Select a problem that will likely demand a field study component.
 Design a complete
unit of field study which contains
the following:
 A discussion of the group of learners and assumptions of the
learning context.
 Goals reflecting content and process standards from PSSM
2000
 Time Frame/Line (Minimum is a three day unit)
 Mathematical Activities
 Assessment
 Field Study Component ( a discussion of the planning involved
in carrying out the field study component).
 Do field study component (this is not THE project,
it is part of it).
 Dates: April 11, 25, May 2 (3:306:30 pm.)
 Provide peers with preview of student experiences that have
directed the need for this field study. This will require
a class handout that includes an outline, problem, context,
etc.)
 Thus, your peers should have a purpose in mind. All prior
work must be provided so that the EMAT students can do the
field study as if they were the 10^{th} grade students.
In other words, provide your peers with exactly what is necessary
for the 10^{th} grade students. This is a flexible
format (we do not know what this will look like).
 Feedback form which provides feedback on the experience
as a whole. This is feedback for you.
 What will you turn in BEFORE Wednesday,
May 2 at 3:30 p.m.
 Turn in TWO paper copies of your final CTL project.
 Email an ELECTRONIC VERSION to Kursat at
aerbas@coe.uga.edu.


