William+Sligh


 * William Sligh**


 * 1. Introduction and Thoughts on Math Technology **

I am a senior at Clemson University studying Math and Secondary Education, and I am planning on graduating Clemson in December of 2012. Along with Math and Education, I am going to receive a minor in Business Administration. I am from Greenwood, South Carolina. After graduation I plan on getting my Master's degree in Math. I believe that technological aids in Math classes are a great tool when used correctly. However, I think that tools like calculators can be over used and cause students to become lazy. When I was in school the only technological aids I used were calculators. I would occasionally use computers, but not for math courses. I have experience using Casio and TI calculators. I also have experience with the computer programs: Excel, Access, Word, and Photoshop. I have also used the teaching tools Geometers Sketchpad and Smartboard.

** 2. Poll Everywhere ** media type="custom" key="10374588" align="left"

[|Click Here to Respond]

This could be a very good way to gather data in a statistics class or a class that needs some statistics. I think this program will get some students interested in the material being presented. However, this could cause problems for students who do not have cell phones or computer access. I would use this technology in a statistics class to gather data. Like I said in the first question, I think that this kind of interaction with the students could get students involved.
 * What are the benefits and challenges for this technology?**
 * Would you use this technology in you future class? Why?**

**3. Video Recording**

[|Watch Video Here]

The video attached is an instructional video on how to do basic addition. The man in the video goes through multiple examples and uses a number line to explain addition. He also introduces the commutative property of addition. His method of introducing this property is very effective. One thing that could have made the video more effective is if there were visuals showing the addition.

**4. Microsoft Mathematics**

Microsoft Mathematics is a very useful program for a math classroom. I would use the visuals a lot in my classroom. However, depending on the calculators in the classrooms I might not use the calculator in the program because it may confuse students. I would definatly recommend and encourage my students to explore and use Microsoft Mathematics. I think that a program like this could get some students excited about mathematics. It is also a very good tool for learning math and helping with math already learned. I think this software will allow students to make connections that might not have been made with normal classroom tools. The visuals and the simplicity of the commands will allow students to explore a wide range of math concepts.
 * Would you use Microsoft Mathematics 4.0 in your future classroom? If yes, how would you use it? If not, why not? **
 * Would you recommend your students to use this software at home as a homework supporter? Why or why not? **
 * What kind of mathematical view(s) emerge(s) from the Microsoft Mathematics 4.0? Assume that you are a high school student and you use this software at home or during some of your mathematics classes with the guidance of your teacher. How would you view or perceive mathematics in the light of this software? Explain it. **


 * 5. Smart Board Math Tools **

** The standard for the lesson activity **  MA.9-12.EA-3.7Carry out a procedure to solve literal equations for a specified variable. ** Brief description of the lesson activity ** This lesson dealt with solving different equations fofrer the variables. The lesson included many examples including solving volume equations for the height variable, solving area of trapezoid for the different bases, and standard linear equations for the slope. Each slide has a different multiple choice question.
 * The hyperlink for the lesson activity you reviewed ** [|SmartLesson]
 * Discuss how it is different than a traditional lecture ** This lesson is different than a traditional lesson because the slides are set up like standardized test questions.
 * Discuss how it is different than using MS Mathematics 4.0 during instruction ** This is different than MS Mathematics because this lesson went through different problems. MS Mathematics was more of a tool to complete problems and using numbers. This lesson focused on the concept of solving equations.
 * Predict possible problems emerge regarding students’ learning ** This is more of a review activity for students. This should not be for students to learn how to solve equations.
 * Discuss how you could overcome these problems with technology or without technology.** Teachers should discuss how to solve these equations before presenting this SmartBoard Lesson.

I think that a dynamic mathematical environment helps student learning a lot. I created a dynamic lesson with GeoGebra on the topic of system of linear equations. This kind of lesson lets students see the effects of different slopes, x-intercepts, and y-intercepts. GeoGebra and GSP are two tools that can be very valuable in a mathematics classroom. I thought that GSP was a much easier program for beginners. I had trouble getting used to the input bar in GeoGebra. However once I started to understand how to use GeoGebra, I thought it was a great way to do dynamic mathematics. I really like how you could fix certain objects, the sliding bar, and the tool for making objects visible. I think these features of GeoGebra makes this program a very good tool for creating a dynamic mathematics environment.
 * 6. GeoGebra Reflection **
 * What do you think about dynamic mathematics environment? Do they contribute to students' learning? How? **
 * Compare GeoGebra with GSP regarding your experiences. Be specific with examples, tools, and design features both have. **