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Technology Technology changes the mathematics to be learned, as well as when and how it is learned Some mathematics becomes more important because technology requires it, some becomes less important because technology replaces it, and some becomes possible because technology allows it. (Massachusetts Department of Elementary and Secondary Education 2011) Technology in the Teaching of Mathematics, CA Mathematics Framework, pg 2

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<p>Mathematics Framework Technology in Teaching of Mathematics and Instructional Strategies Technology An essential tool for learning mathematics Includes computational devices & programs and communication & collaboration tools Enhances students understanding Technology Technology changes the mathematics to be learned, as well as when and how it is learned Some mathematics becomes more important because technology requires it, some becomes less important because technology replaces it, and some becomes possible because technology allows it. (Massachusetts Department of Elementary and Secondary Education 2011) Technology in the Teaching of Mathematics, CA Mathematics Framework, pg 2 Educational Technology Enhance understanding of concepts Increase engagement Strengthen problem-solving skills To accomplish this, technology must be integrated and teachers must be trained to implement technology effectively. CCSS - Math Technology is embedded in Content Standards 7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes Standards for mathematical practice, K-12 MP.5 Use Appropriate Tools Strategically Types of Technology Handhelds Used to solve problems, enhance learning Create collaborative classroom, provide feedback Apps Computers and Software Online Learning Technology resources California STEM Service Learning Initiative California Learning Resources Network Math by Design GeogGebra More Technology resources Ed1Stop Screencasting (Jing, Screencast-O-Matic) Lino sticky and photo sharing WolframAlpha Kahn Academy Formative assessment Kahoot, Answer Garden, Socrative Implementation considerations Professional Development and continued support Digital Divide and the Achievement Gap Accessibility for all learners SAMR model Mathematics Instructional Strategies The purpose of this chapter is not to prescribe the usage of any particular instructional strategy, but to enhance teachers repertoire. Teachers have a wide choice of instructional strategies for any given instructional goal, and effective teachers look for a fit between the material to be taught and strategies to teach it. Ultimately, teachers and administrators must decide which instructional strategies are most effective in addressing the unique needs of individual students. Instructional Strategies Chapter The Teaching of Mathematics must be carefully sequenced and organized to ensure that all standards are taught at some point and that prerequisite skills form the foundation for more advanced learning. However, it should not proceed in a strictly linear order, requiring students to master each standard completely before being introduced to another. Practice leading toward mastery can be embedded in new and challenging problems that promote conceptual understanding and fluency in mathematics. Instructional Strategies Chapter Focuses on Instructional Strategies Jigsaw Read you section As a collaborative group, create a Google Slide Show of your section (4-6 slides, include graphics) Share your slides with the whole group Meet you at tinyurl.com/cccoe-math Instructional Strategies jigsaw Group 1: Instructional Models (8-14) Instructional Strategies (14-16) Group 2: Student Engagement Strategies (17-22) Group 3: Tools for Mathematics Instruction (22 23) Tasks and Problems (23-29) Real World Problems (29-30)</p>