This project explores technology usage in the classroom. In some instances the technology aids the teaching of the subject and in others the technology is used to aid the students in their explorations.
I intend to address my
explorations through the usefulness in Middle School. In Middle School, the students face not only the QCC objectives
for the NCTM Standards, but must also take the CRCT and in some cases must pass
an 8th grade exam to proceed onto High School. This means that the teacher needs to
make the most out of the time the students have in math class. There is the need to make sure that not
only can the students do the work, they have confidence to be challenged and to
rise to the challenges.
This project addresses Lesson
Plans in which studentŐs explore some of the ÔfinerŐ points of
mathematics. Each of these areas meets
both the Georgia QCC and NCTM Standards.
Allowing the students to visit some of the mystical number patterns of
mathematics that shall open their eyes to more than what is right in front of
them. At least that is my
hope.
The first activity is some
exploration of number patterns.
Sometimes it is through number patterns that we learn to see beyond the
immediate problem. This activity
looks at the Pascal
Triangle.
The second activity is the
introduction of PHI. Phi turns up
in some of the strangest places; it seems to be used almost everywhere. It is a ratio/proportion that is used
in art, architecture, and nature.
It is all around us. Although PHI is everywhere it is not well
known. This lesson allows the
students to do some discovery with PHI.
I used a variety of
technology in this project. The
amount of technology that I had students use was limited due to the fact that
this project addressed Middle School and not high school.
Technology Used:
Microsoft
Excel
GSP
Calculators
The students got to work with
the results of the spreadsheets and some of the GSP files. They were also using measuring devices
(tape measures and rulers). To my
surprise this was something that they had not done before. Apparently, using a ruler and reading
the results was a new experience for my students. They needed some instruction concerning the use of
measurements that were other than exact integers.
This project was incredible instructive for both my students and myself. I can only hope that I have open a few eyes, challenged some, and left some with the interest to pursue mathematics and some of itsŐ beauty a little more deeply.