The purpose of the course project is to synthesize what you have learned about secondary school curriculum topics, teaching integrated mathematics, learning mathematics through engaging tasks, and the appropriate use of technology to enhance these topics and processes. The following project and presentation will serve as your cumulative final exam and are worth 60 points of your final grade.
An Overview
of the Project
The project will be a group effort.
You will form into 5 groups of 4 and one group of 5 based
on your chosen mathematics topic. You and your partners
will plan and create a 23 day (assume 6070 minute class periods)
investigation of a mathematics topic or "real world" problem situation
that utilizes
some of the technology tools explored in this course and can be
approached through an engaging task
that involves more than one area of mathematics. This project will
include
a clearly written lesson plan and student materials, if needed.
In addition to the investigation, you will need to write a paper
(one per group) that supports the methods used in teaching the
topic and how technology is extending or enhancing the learning
of this topic. You should use the Georgia
Performance Standards, the NCTM Principles and Standards
document and, if appropriate, any other readings from books or
journals to support your methods. Your paper will also include
a reflections section about what you learned in creating your
course project.
Each group of students will share the investigation in a 20 minute class presentation. Approximately half of the time for the presentation should be used to present an overview and engage your classmates in a technologyenhanced activity that provides a "glimpse" of the investigation you have planned. The remaining time should be used to discuss your rationale for the methods and technology used, personal reflections, and questions/comments from the group. Each member of your group should have a role in the presentation.
Suggestions
for Getting Started:
Choose a "big idea" related to the
topics studied in this course that interests you (e.g., arithmetic
operations, functions, modeling, conics,
statistics, trigonometry, data analysis, probability, etc.).
Make a list of some of the major concepts and skills within that
"big idea". As you review the sources listed below,
you should further refine and focus your "big idea"
into a topic for a solid 23 day investigation at the grade level
of your choice that begins with an
engaging task.
Look through the websites supporting the
Georgia
Performance Standards and the NCTM
Principles and Standards for
suggestions related to your
topic of study, including the NCTM Illuminations site and the
Electronic
Examples. You will need to cite which of the 6 Principles and
10 Standards you address in your investigation.
You should also link your project activities to the relevant Georgia
Performance Standards (GPS). An
engaging task that provides
opportunities for an
integrated approach to
mathematics, as indicated in the GPS will be especially important.
Do a search on your topic both on the internet and/or in print journals such as Mathematics Teacher, Mathematics Teaching in the Middle School, and Learning and Leading with Technology (we have these journals in the math education library). Look for suggested ways to teach your topic and for engaging tasks to begin your topic. Look through textbooks and workbook materials for suggested activities that address your topic (look in Room 111/113 and the 2nd floor curriculum library) . You are required to reference at least 2 sources from which you found ideas, examples, etc.
And, most importantly, keep asking yourself critical questions about HOW and WHY technology enhances or extends the teaching and learning of your topic, and how different aspects of mathematics are connected through your project. Remember, you need to formulate a solid rationale in support of the teaching methods and technology you will use in your 23 day investigation of this mathematics topic.


1. Describe your "big idea", the important concepts and skills related to that big idea, 

2. List and briefly discuss the NCTM Principles and Standards and the 

3. Provide a lesson plan that includes a clear description of the engaging task, 

4. Discuss a wellformulated rationale in support of your methods and technology used for investigating the mathematics topic. The rationale should contain evidence of a synthesis of the information you learned from the NCTM Principles and Standards, GPS, textbooks, and literature, as well as 

5. Write a reflection on developing the investigation. What did you and your partners learn about the mathematics topic? What did you learn about teaching this topic and students' understandings of this topic? What did you learn about the use of technology for this topic? (1 page from EACH member of the team ) 

TOTAL POINTS 

II. 20minute class presentation


Provide a clear "glimpse" at the investigation that includes an overview of the unit 

Provide a clear concise summary of your rationale for the methods and technology used. (~5 minutes) 

Provide a brief "glimpse" at your personal reflections on developing this investigation. (~5 minutes) 

TOTAL POINTS 

III. Assessment of Individual Contributions to the Group Effort.
One issue
with group work is determining the contributions that individual
members made to the group project. We shall use an anonymous
rating sheet where each member of the group will assign
a percentage to each group member that indicates that member's
contribution to the group project (including their own contribution).
I shall then sum these percentages for each member of the
group. Ideally these summed percentages would add to 100%
for each member. This anonymous procedure allows group members
to assess their own contribution relative to the others in the
group. Some people may feel that they did the lion's share
of the work, while others may realize that they didn't pull their
weight. I shall use these summed percentages as scale factors
for each member of the group when assigning individual points.
For example, if the group project results in a total of
60 points, and the summed percentages across the four members
of the group are as follows: student A  110%, student B  90%,
student C  100%, and student D 100%, then A would receive 60x1.1=66,
B would receive 60x0.9=54 and C and D would receive 60 points
each.