Mathematics-in-Context Activity Assignment (EMAT 3450)


List articles, materials, and resources that assisted you in preparing your activity.
Provide copies of articles.


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?

Class Level

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


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 3-4 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.


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


Be descriptive so people will know what your project is about.


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


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.


Describe how you will find out what your students learned. Include any materials you use.


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.


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 (3:30-6:30 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 10th grade students. In other words, provide your peers with exactly what is necessary for the 10th 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




The Department of Mathematics Education
University of Georgia