Course Description (freely adapted from Dr. Jim Wilson's Course).
This course was originally designed as a follow-up course to EMAT 4680/6680 and EMAT 4690/6690. EMAT 6700 is an extension of the previous two courses. We will continue to develop more depth with the use of various software applications to engage in mathematical investigations, to organize pedagogical demonstrations, and to set up problem explorations, and we will continue to emphasize the development of material that might be used with middle and secondary school students.
The change from EMAT 4680/6680 and 4690/6690 is that each student, or possibly pairs of students, in the course will select, develop, and carry out a major project.
The students will develop their project using appropriate technology and place it on their web page on the Mathematics Education server. The emphasis is on exploration of various mathematical contexts to learn mathematics, to pose problems and problem extensions, to solve problems, and to communicate mathematical demonstrations. Use of multiple technologies is encouraged and direct connection to issues of school mathematics instruction is expected.
Click here for details of the Major Project and grading criteria.
The following software will be available for use:
The Geometer's Sketchpad, v. 4.06
Excel Spreadsheet
Graphing Calculator 3.0
Adobe PageMill 3.0 (for Web-page construction)
Netscape Composer (for web-page construction)
Alert! For those of you who have not yet taken EMAT 6680 or 6690, we shall introduce the basic (and some advanced) functions of the listed software during the first week of classes. I shall require all participants who do not already have copies to order student versions of The Geometer's Sketchpad and Fathom 2.
Communication will be facilitated via e-mail and the course Home Page and each student should have an e-mail account.
Requirements for Projects
Develop and carry out one major project. This must be carefully planned and approved by the instructor.
Objectives
To become familiar with and operational on modern computer systems.
To use application software to solve mathematical problems.
To use application software to create mathematical demonstrations.
To use application software to construct new ideas of mathematics for yourself.
To engage in mathematical investigations using software applications.
To engage in some independent investigations of mathematical topics from the middle or secondary school curriculum or topics appropriate for those levels.
To communicate mathematical ideas that arise from computer investigations using word processing and web technologies.
To communicate mathematical ideas via the computer applications.
To use general tools such as word processing, paint programs, web page construction and spread sheets to facilitate mathematical investigations and communication about mathematical investigations.
The University of Georgia seeks to promote and ensure academic honesty and personal integrity among students and other members of the University Community. A policy on academic honesty has been developed to serve these goals. All members of the academic community are responsible for knowing the policy and procedures on academic honesty.
Links to prior students' projects:
Kyungsoon Jeon and Larry Shook
Links to some web resources (these will be updated periodically, so check back often!)
David Arnold's Introduction to Fathom
Links to On-line Data Sources (for import to Fathom)
Steve Benson's "Ways to Think About Mathematics"
Web-based Applets
National Library of Virtual Manipulatives for Interactive Mathematics
NRICH Mathematics Entertainment Club
Logo Programming Languages
StarLogo and Connected Mathematics
National Curricula and Standards
UK National Curriculum in Mathematics