By: Carly Pettit, Jordan

Byrley and Isaac Steffes

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Content:
1. Numbers and
operations
2. Algerbra and
geometry
3. Measurement
4. Data analysis
5. Probability
Process:

1. Problem solving
2. Reasoning and
proof
3. Comunication
4. Connections
5. Representations
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1. Teachers should consider an
appropriate combination of off- and-
on computer activities
2. They should consider technology as a
mathematical tool rather than as a
pedagogical tool
3. They should view technology as a tool
for developing student thinking


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*Helps make abstract concepts more
concrete.
*Allows students to explore complex
concepts.
*Offers flexible enviroments that
allow students to explore complex
concepts
*Provides concrete representations of
abstract concepts

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*Allows a visual depiction of abstract
math concepts
*Gives students environments to
explore conjectures and make
discoveries about geometry concepts
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*Helps students gather data to use in
problem solving
*Provides rich, motivating problem
solving environments
*Gives students opportunities to apply
mathematical knowledge and skills in
the authentic contexts
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*Provides easy access to many data sets
*Provides real data and statistics to
support investigations
*Helps students develop skills in data
analysis
*Allows students to explore and present
data in graphical form
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*Allows easy contact with math experts
for help.
*Promotes social interaction and
discussion
*Allows teachers to connect with
eachother and exchange ideas
*Ex.
* Ask Dr. Math
* http://mathforum.org/dr/math

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*Provides motivating practice in
foundation skills required for higher
level learning.
*Provides guided instruction in a
structured learning environment.
*Ex.
* Leap Frog
* Mathisfun.com
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*Many of todays mathematicians cannot do
their jobs without technology tools
*For example a math teacher shows
students how to graph and make intersects
based on the graphing calculator
* computer algebra systems support higher
level math learning
*Spreadsheets help students carry out
problem solving and data driven methods