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<rss xmlns:ps="http://trailfire.com" version="2.0"><channel><title>"Integrating Technology in Math" by kmoliver</title><link>http://www.trailfire.com/kmoliver/trails/63756</link><category>kmoliver/trails</category><ttl>60</ttl><item><title>Representing Mathematical Concepts: Virtual Manipulatives</title><link>http://www.trailfire.com/kmoliver/marks/229660</link><description><![CDATA[The National Library of Virtual Manipulatives contains grade-specific, web-based tools that students can manipulate to better understand hundreds of mathematical concepts such as angles, fractions, fractals, probabilities, and interest.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 12:21:25 -0700</pubDate><guid isPermalink="false">trailfire:markId:229660</guid></item><item><title>Representing Mathematical Concepts: Sketchcast</title><link>http://www.trailfire.com/kmoliver/marks/229661</link><description><![CDATA[Sketchcast is a web-based tool that allows a user to record a virtual sketch with or without their voice, then save or share their sketch with others. This tool would allow a student or teacher to diagram a problem, much as they would on a chalkboard. Students could turn in their worked-out solutions to problems for analysis by the instructor, who could easily diagnose misconceptions by reviewing the step-by-step production of the student&#39;s solution.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 12:56:17 -0700</pubDate><guid isPermalink="false">trailfire:markId:229661</guid></item><item><title>Representing Mathematical Concepts: BrainPOP</title><link>http://www.trailfire.com/kmoliver/marks/230201</link><description><![CDATA[BrainPOP is a fee-based service, but provides excellent animated videos to help explain complex mathematical concepts using easily understood scenarios.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 04:50:41 -0700</pubDate><guid isPermalink="false">trailfire:markId:230201</guid></item><item><title>Representing Mathematical Concepts: Manipula Math</title><link>http://www.trailfire.com/kmoliver/marks/230203</link><description><![CDATA[Java Applets designed to help students visualize common mathematical concepts taught across a variety of age ranges.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 04:59:26 -0700</pubDate><guid isPermalink="false">trailfire:markId:230203</guid></item><item><title>Representing Mathematical Concepts: Interactivate</title><link>http://www.trailfire.com/kmoliver/marks/230204</link><description><![CDATA[Another collection of Java-based applets to help students understand mathematical concepts.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 05:04:02 -0700</pubDate><guid isPermalink="false">trailfire:markId:230204</guid></item><item><title>Problem Solving: Anchored Instruction</title><link>http://www.trailfire.com/kmoliver/marks/229670</link><description><![CDATA[John Bransford&#39;s Cognition and Technology Group at Vanderbilt came up with the theory of anchored instruction which situates the learning of math in detailed multimedia stories or &quot;macro-contexts.&quot; Anchored modules were originally designed for videodisc technology, but could be easily developed for web sites. The modules leveraged rich stories with embedded mathematical details, a bit like a multimedia word problem. Students had to pay attention and extract details from the stories to solve multi-step, ill-defined math problems. Learning in context. Click a few of the links on this page and see the story summaries to get an idea for how the group embedded math details in story lines.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 13:12:53 -0700</pubDate><guid isPermalink="false">trailfire:markId:229670</guid></item><item><title>Data-Driven Activities: Website Polls</title><link>http://www.trailfire.com/kmoliver/marks/229662</link><description><![CDATA[Several free services are currently available on the Web that allow students to generate web polls or surveys, grab the code, and paste the questions on any web site for respondents to answer. Some sites will even host the poll or survey, to cut out the final step of transferring the questions to a school site. Regardless, students can initiate their own data collection projects with classmates to collect data that is subsequently utilized in analytical activities.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 12:30:38 -0700</pubDate><guid isPermalink="false">trailfire:markId:229662</guid></item><item><title>Data Driven Activities: Google Planimeter</title><link>http://www.trailfire.com/kmoliver/marks/229663</link><description><![CDATA[Google Planimeter is a mashup, meaning it is a tool that repurposes one service (in this case, Google Maps), to accomplish a new goal (in this case, measuring area). Using Planimeter, students can zoom in on anything in a Google map, set waypoints around the item, and retrieve information on area on different scales (square meters, hectares, square kilometers, square feet, acres, and square miles). Since Google Maps allows you to switch between map view, satellite view (actual images of houses, buildings, etc.), and topographic view, it&#39;s easy for students to calculate the area of different items like the local mall, the school, a lake, or a mountain. This information can be used to answer teacher challenges, such as &quot;find the mountain in North Carolina with the largest area.&quot;]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 12:41:20 -0700</pubDate><guid isPermalink="false">trailfire:markId:229663</guid></item><item><title>Data-Driven Activities: Google Docs</title><link>http://www.trailfire.com/kmoliver/marks/229665</link><description><![CDATA[Google Docs provides an excellent platform for math teachers to design and deliver quizzes, particularly word-oriented problems such as interpretive exercises that require higher-order thinking from students. An interpretive exercise provides rich introductory textual descriptions with embedded mathematical details and/or visual displays from which students extract mathematical concepts. Following introductory material are several multiple choice questions. Google Docs supports teachers in both preparing text-heavy/tabular word problems and importing images for students to address in a question or question set. Teachers can create a quiz template and then copy the file multiple times to share with small student groups or individuals. Students can access and respond to teacher questions electronically, perhaps by highlighting and marking the multiple choice answers they wish to select in bold face. Alternatively, students can save teacher questions in text, PDF, or Word formats to complete offline. Teachers can utilize Google Docs built-in commenting feature to provide feedback directly on student-edited documents.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 12:50:16 -0700</pubDate><guid isPermalink="false">trailfire:markId:229665</guid></item><item><title>Data-Driven Activities: Instacalc</title><link>http://www.trailfire.com/kmoliver/marks/229668</link><description><![CDATA[Math teachers can use the Instacalc tool to create shared online calculators. Each calculator can include figures, formulas and/or notes that outline problems for students to solve (e.g., &quot;If two children borrowed $50 from their parents to start a lemonade stand, and the parents charged 8% annual interest on the loan, how much interest would the children pay per month on a $50 balance?&quot;). After saving a calculator with base numbers and/or text, the program can generate a unique URL to share with students and/or embed on teacher Web pages. After students solve calculator problems, they can save their work as another unique URL and turn-in a link to the instructor for scoring. Math teachers can use Instacalc to create homework problems, or students can create problems to share with their peers like virtual flashcards.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Thu, 24 Jul 2008 13:07:10 -0700</pubDate><guid isPermalink="false">trailfire:markId:229668</guid></item><item><title>Data-Driven Activities: Excel Stock Market Project</title><link>http://www.trailfire.com/kmoliver/marks/230199</link><description><![CDATA[The daily data generated by stock markets provides ample opportunities for using real data in math-oriented projects. In this example, students track a fictional stock portfolio by choosing five companies and investing $25,000 mock dollars.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 04:48:04 -0700</pubDate><guid isPermalink="false">trailfire:markId:230199</guid></item><item><title>Data-Driven Activities: How Tall is a First Grader?</title><link>http://www.trailfire.com/kmoliver/marks/230205</link><description><![CDATA[This is one example of a telecollaborative project where participants in one classroom share the data they collect with participants in other classrooms.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 05:09:02 -0700</pubDate><guid isPermalink="false">trailfire:markId:230205</guid></item><item><title>Communicate About Math: Ask Dr. Math</title><link>http://www.trailfire.com/kmoliver/marks/230202</link><description><![CDATA[Answers to commonly-asked math questions.]]></description><category>Integrating Technology in Math</category><author>kmoliver</author><pubDate>Mon, 28 Jul 2008 04:58:08 -0700</pubDate><guid isPermalink="false">trailfire:markId:230202</guid></item></channel></rss>
