Jbautista Final Paper

MTED 5318
Final Project

Jose L. Bautista

The University of Texas at El Paso

Table of Contents
MTED 5318 .................................................................................................................................... 1
Introduction ..................................................................................................................................... 1
Case 1: Dynamic Software.............................................................................................................. 3
Case 2: Graphing Calculators ......................................................................................................... 5
Case 3: Microsoft Excel .................................................................................................................. 7
Implications..................................................................................................................................... 9
Appendix 1 .................................................................................................................................... 11
The Pythagorean Theorem ........................................................................................................ 11
Learning Objectives .............................................................................................................. 11
TEKS..................................................................................................................................... 11
TAKS .................................................................................................................................... 11
Instructional Sequence .......................................................................................................... 12
Introduction (15 minutes) ..................................................................................................... 12
Activities ............................................................................................................................... 12
Geogebra explanation (15 minutes) ...................................................................................... 12
Collaborative learning (15 minutes) ..................................................................................... 12
Mathematical crossword (10 minutes) .................................................................................. 13
Problem solving (35 minutes) ............................................................................................... 13
Assessment (30 minutes) ...................................................................................................... 15
APPENDIX 2 ................................................................................................................................ 16
Bouncing Ball ........................................................................................................................... 16
TEKS..................................................................................................................................... 16
TAKS .................................................................................................................................... 16
Materials and Resources ....................................................................................................... 16
Activities ............................................................................................................................... 17

Calculator explanation (15 minutes) ..................................................................................... 17
Collecting the Data and Collaborative learning (20 minutes) .............................................. 17
Appendix 3 .................................................................................................................................... 19
Personal Finance Introduction with Microsoft Excel ............................................................... 19
TEKS..................................................................................................................................... 19
TAKS .................................................................................................................................... 19
Materials and Resources ....................................................................................................... 19
Activities ............................................................................................................................... 20
Excel explanation (15 minutes) ............................................................................................ 20
Collaborative learning (15 minutes) ..................................................................................... 20
References ..................................................................................................................................... 22

1

Introduction

Since the first introduction of personal computers to the market, our society has been growing
exponentially with the use of computers and electronic devices. Many of these devices have been
among the youth population for the purpose of entertainment, however, research indicates that
many of these devices have the potential of being used as powerful pedagogical tools. Many of
the children of the 21
st
century are used to interact with technology in ways that we did not
expect many years ago. Consequently, technology became part of our childrens lives; they
interact with it in many ways since an early age and are not intimidated to use it. This paper will
discuss the impact of integrating technology in the educational environment. Specifically, three
lesson plans have been created integrating Geogebra for manipulation of geometric figures,
graphing calculators for data acquisition and analysis, and Microsoft Excel for manipulation of
algebraic variables using spreadsheets. These lessons will be discussed and their impacts on
learning enhancement evaluated according to research findings.
According to Werth (2011), numerous authors have categorized the educational environment that
exist today into four separate generations according to their ages and specific characteristics: the
Matures (1900-1946), Boomers (1947-1964), Gen X (1965-1982), and the Millennials
or Gen Y (1983-1991) (Werth, 2011, p. 12). It appears that those students younger than nine
years old have not been yet categorized. Thus, this paper is mainly related to Generation Y
students in the fifth or sixth grade. Werth describes that Generation Y students usually exhibit
the following characteristics: casual attitude towards employees, possessing a higher degree of
loyalty to their personal lives than their employer, display a propensity to challenge rules, expect

2

instant gratification, and value a fun, flexible work environment where coworkers are friends,
and are technology savvy individuals. Then, it is clear that these characteristics are not being
exploited with the traditional pedagogies employed by most teachers. Traditionally, the use of
technology is not seen as appropriate for use in classroom environments due to the collective
definition that technology is mostly associated with entertainment purposes and is not suitable to
fit in the learning environment. However, researchers have found that many technological
devices can become powerful tools for the enhancement of the learning process of our children.
According to Marcoux and Loertscher (2009), Variety and novelty of a technology or a new
technique piques attention, motivation, and engagement (p. 14) in the student community. In
this manner, the abundance of constantly emerging new technologies has implications on the role
of the teacher in the learning environment and the pedagogical methods employed. Continuous
evolution of technology is forever changing current reality as adults and young people interact
(Loertscher, 2011). The use of technology intertwined with traditional teaching methods is
advocated by many researchers who believe in coping with the technological needs of the current
generation of young people. The lessons appended were created with the intention to pique
students interests and stimulate their cognitions.
As mentioned before, Generation Y students are characterized by being technology savvies. This
is an important aspect because of the different learning styles that this new generation exhibits.
Thus, students learning styles and technological preferences should be seriously taken into
consideration when accounting for teaching approaches to be employed to educate the new
generation of students.

3

Case 1: Dynamic Software
The lesson plan found in appendix 1 integrates Geogebra to explain the significance of the
Pythagorean Theorem. During my experiences in many classrooms, I have noted that most of the
students in mathematical classes have heard about the Pythagorean Theorem and are very
familiar with the Pythagoras name; however, when I have asked many of these students if they
remember what this theorem is about, most of them have no clue. Thus, I became concerned with
finding a suitable and more entertaining way to get students attention. This could be suitably
accomplished with the dynamic nature of geometric construction that Geogebra can offer.
This theorem is very important for students to really understand it well, for it is necessary in
order to understand more advanced mathematical concepts. Besides that, many common and
ordinary problems in nature can be solved by this simple and yet powerful theorem. Ordinarily,
traditional curricular approaches tend to segregate algebra and geometry. Also, grade level
mismatches cause dysfunctions in students learning capabilities, we introduce circles in
kindergarten, but the quadratic equations that represent them analytically are not studied until
high school (Jackiew, 2010, p. 231). Geogebra makes connections between geometry and
algebra, visual connections that can attract the attention of younger learners used to deal with
technology; thus, Geogebra unifies these two fields. Therefore, not only students can see
geometric and algebraic changes occurring at once, they can also contemplate the possibilities of
representing a theorem in a great number of ways, and also the equations involved with their
correspondent variables can be observed to change as the user manipulates the object. Students
can then easily see and inquire about critical points where geometric figures appear distorted and
theorems or propositions seem not to be valid anymore. These observations have the potential to

4

enhance students critical thinking, not only are they subjected to solving and analyzing a
specific problem trough paper and pencil, but they interact with the software and see many
different cases that without the use of Geogebra would probably not be exposed to, thus the
opportunity to open new windows to their critical minds would be lost.
However, implementing and integrating technology the learning environment is not really a
simple matter of wanting to do it. Teachers must be prepared to deal with the questions that
probably do not emerge during traditional teacher-centered instruction. To craft curricula that
work with students, we must know what the students make of the result (the figure) and the
connection between the display and the commands the student used to create it (Cuoco &
Goldenberg, 1996, p. 355), this implies that teachers be prepared to answer questions related to
degenerate cases; thus teachers must be taken out of their comfort zone and prepare more to be
ready to answer the interesting questions that will arise when integrating technology and
education.
However, there can be negative implications when using technology in the classroom because
using dynamic software can allow students to transgress their own tacit categories boundaries
without intending to do so, creating a disequilibrium, which they must somewhat resolve
(Cuoco & Goldenberg, 1996, p. 357); therefore, if students can resolve such a disequilibrium, the
confusion can have positive effects and enhance the learning experience, but on the other hand, if
the confusion cannot be resolved, this can bring negative or destructive effects that can cause
serious disruptions in the students understandings.
However, dynamic software has more advantages than disadvantages, and students can greatly
benefit as is the case in the lesson found in appendix one, when knowledgeable teachers control

5

and guide students in their learning journeys where technology is not a liability or a distraction
tool but an asset that enhances comprehension.
Case 2: Graphing Calculators
The continuously increased growth of web-based applications, computers, smart cellular phones,
handheld graphing calculators, and other personal wireless devices have made these devices
important educational mediums. The lesson plan located in appendix 2 integrates the graphing
calculator in the learning environment to analyze a bouncing ball. This is important because not
only students get exposed to powerful technology but to technology commonly used by
professionals. It is widely known that most engineers are very familiar with TI calculators
because of the versatility these devices offer in terms of portability and ability to solve complex
mathematical problems. Thus, in the bouncing ball lesson, students get real life data by using a
CBR, an electronic sensor that when connected to a TI83 makes it capable of recording data
points and store them in the calculators memory to be then analyzed.
There are positive implications with this methodology where students analyze real problems in
real time. Also, research suggests that students achievement is positively affected when they use
curricula designed with graphing calculators as a primary tool. However, access to graphing
calculators, even for students who own them, is mediated by the teacher (Kastberg & Leatham,
2005, p. 26); thus, the way teachers perceive or know about these calculators has a lot to do with
how they implement them in the classroom, or if they implement them or not and at what degree.
Many teachers are not very familiar with this technology, especially teachers whose
undergraduate background was not related to the mathematical or engineering fields, and thus

6

they prefer to teach mathematics in the more traditional way in which this science has been
traditionally taught, as a collection of rules and procedures.
Therefore, these graphing calculators that have positive results in enhancing students learning
are not easily well received by many teachers whose beliefs about graphing calculators affect
how these devices are implemented in learning environments. Also, access has been restricted in
an attempt to make students learn the core of mathematics the classic and more traditional way
taught to be the best path to the development of the critical thinking required for solving
mathematical problems. However, this limited access to graphing calculators has an impact on
students mathematical performance and while providing teachers with graphing calculators, it
does not imply that students will have access to them.
Technology adoption and implementation require not just funding but also ongoing effort.
According to Means (2010), the vast majority of teachers, are pragmatists and
conservativesmost educators will expend the effort needed to integrate technology into
instruction when, and only when, they are convinced that there will be significant payoffs in
terms of student learning outcomes (p. 287). This can probably be related to the increased
teachers accountability of the high stakes standardized testing and packaged curricula. Teachers
are under pressure of delivering good results that many times are afraid that certain technologies
may become liabilities and not assets as they expected; as a consequence, they decide not to
implement technology.
According to Kastberg and Leatham (2005), research reports numerous suggestions for how
teacher education programs effectively influence their views and affect their decisions about
implementation of graphing calculators in the curriculum. Therefore, teacher education programs

7

should incorporate plans aimed to more effectively educate teachers about technology and its
impact in the learning environment.
Case 3: Microsoft Excel
Appendix 3 shows a lesson plan which was based with Excel spreadsheet software as a primary
tool. In this lesson, students are guided by a knowledgeable teacher that will help them learn how
to input and use equations in Microsoft Excel. Students will learn how to use cell references in
formulas. This is a powerful tool to solve and obtain different formula values by changing the
variables, which are referenced by their positions in specific cells. Understanding how to enter
formulas and make use of Excels integrated functions is a very important step to become
proficient in data manipulation and solving formulas. The same way the lesson in appendix 3 is
designed, it is the same way many professionals calculate needed values based on some formulae
that they enter in one of the cells and then copy to many others to see how the formula changes.
The teacher can provide help because sometimes this process is somewhat complicated; if
someone forgets to close a parenthesis or omit a little detail, most likely the formula will give an
error or even worse, an unintended wrong value. This program has many advantages for data
analysis and to solve equations that most students and teachers are not familiar with. Thus, by
helping students learn these first steps and the advantages of using this software, the potential for
inner self-motivation to learn becomes apparent. Students like to manipulate data, and this
program can do that and a lot more.
Contrary to the common conception that computers are widely used in schools, studies have
shown that not many students have access to them even when they are in mathematical
classrooms where the use of technology can be seen as an advantage to promote learning.

8

According to Angers and Machtmes, teachers cannot escape the reality and fact that todays
classrooms must provide technology supported learning (p. 772), in this respect, it becomes of
concern why this is not happening in most classrooms. According to them, and as has been
mentioned before in this paper, if teachers are prepared to use technology and know how to use
the intended technology for their classrooms, then they become integral agents of change where
students learning abilities are supported by their teachers professional abilities.
Since the 1980s, when technology started proliferating at an accelerated rate, many educational
institutions have attempted to transform the classroom environment with the introduction of
technology. However, again the problem of teachers perceptions appears to prevent successful
adaptation of technology and education. It does not matter if a lot of money is invested in putting
technology in the classroom; the problem is that if teachers are not prepared to use it or are
intimidated by it; then technology implementation most likely will be hindered. In this manner,
the abundance of constantly emerging new technologies has implications on the role of the
teacher in the learning environment and the pedagogical methods employed.
Teachers must learn software manipulation to avoid inevitable bugs and integrate new data into
their regular curriculum. Teaching students how to use Excel is a powerful tool that students can
greatly profit during all their academic lives. As Balajthy mentions: When properly
implemented, appropriate technologies can ease teachers assessment burdens and increase
efficiency and effectiveness (p. 240).

9

Implications

Teachers of previous generations not in accord with current emergent technologies should
evaluate if their current lessons meet the needs of students who are technologically savvy and
must try to turn their classrooms into evolving classrooms that really meet students needs. It is
undoubted that the Internet and other technologies have made an impact on classroom
pedagogies. As these technologies evolve, new and more sophisticated techniques are being
developed that function in a high intelligent manner to support existing learning paradigms.
One of the most important implications that have been observed so far is the way teachers
beliefs affect the implementation of technology with education. Although several research
reports have concluded that students do benefit when the integration is consciously merged by
knowledgeable teachers, still we are far behind. Other researchers report that the most affected
students are minorities, because in schools where children are from high social classes,
technology is successfully merged with education and this greatly enhances the learning
experience, thus empowering these students to be critical thinkers and future leaders of society.
On the contrary, in poor schools, where technology is seen as a liability that deters students from
learning, the cycle of inequalities among social classes is perpetuated because of the differences
in pedagogies employed.
One method to start integrating technology into the learning environment is through the use of e-
learning technology management systems. These systems have many advantages that the teacher
can benefit from. Students need internet access and permission to access specific websites that
provide such services. Teachers can then assign homework and tests to be taken online, either at
home or in the classroom. Students are guided by the program with interactive examples, can

10

review past concepts and exercises and watch interactive videos for a more pleasant experience.
These e-learning environments can also allow students to manipulate virtual graphing
calculators. Teachers can have access immediately to the work done by the students, like grades
and answers to assigned problems. This allows the teachers to understand how the students
achievements are in relation to the expected comprehension of the material covered in class.
All methods that aim to integrate technology in the classroom should start by providing teachers
with training in the potential technology. Teachers should also prepare themselves by reading
professional articles and subscribing to educational magazines that can potentially change the
way they behave and see technology in the classroom.
Studies have reported a strong correlation between students learning and adaptive technologies
planned as integral part of the curricula. Therefore, it is imperative that educators understand that
being a teacher implies to be constantly prepared to deal with new technologies. The teachers of
yesterday cannot educate the new generations of tomorrow utilizing traditional methods with
which teachers were taught. Technology is constantly changing our society; new technological
are constantly about to happen. The new generations of students see technology different than
most teachers, for these new generations technology is an integral part of their lives; they
constantly interact with it, and were surrounded by it since they were born; therefore, new and
more technological curricula must be employed with these new generations.

11

Appendix 1
The Pythagorean Theorem

Grade Level: 8
th

Time: 120 minutes
Learning Objectives
Students will understand the relationship between the sides of a right triangle
Students will solve problems using the Pythagorean theorem
Students will define mathematical terms both orally and in writing
TEKS
(1) Mathematical Process Standards. The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to
(C) Use models and diagrams to explain the Pythagorean Theorem.
(7) Expressions, Equations, and Relationships. The student applies mathematical process
standards to use geometry to solve problems. The student is expected to:
(C) Use the Pythagorean Theorem and its converse to solve problems; and
(D) Determine the distance between two points on a coordinate plane using the
Pythagorean Theorem.
TAKS
(8.7) Geometry and spatial reasoning. The student uses geometry to model and describe the
Physical world. The student is expected to
(C) Use pictures or models to demonstrate the Pythagorean Theorem;
(8.9) Measurement. The student uses indirect measurement to solve problems. The student is
expected to:
(A) Use the Pythagorean Theorem to solve real-life problems.
Materials and Resources
Computer
Geogebra Software

12

Projector
Activity sheets
Instructional Sequence
Introduction (15 minutes)
The teacher and students will read about the Pythagorean Theorem from the textbook. He or she
will then ask students to comment about the reading, giving them prompts if necessary, time to
reflect, and expanding on their answers.
Activities
Geogebra explanation (15 minutes)
The teacher will explain using a dynamic Geogebra file, where a big number of triangles can be
formed and the relationships among the sides observed. As he explains the relationships between
the sides of right triangles, it can be explained that as point C is rotated about the dotted line,
many triangles are thus forming. However, the relationship among the sides remain the same: if
you make a square on each of the sides, then the biggest square (BDEF) has the exact same area
as the other two squares (CDHG and BCJI) put together. See the examples below.

Collaborative learning (15 minutes)
The teacher will then form groups of three to four students and will ask the
following problem to be discussed collaboratively among the students.
What happens as point C approaches point D?
What occurs when point C gets inside BDEF?
What happens to the triangle?
Is the theorem still valid? Why?

13

Mathematical crossword (10 minutes)
This crossword will help students build their mathematical academic language by providing them
with a fun and informative way to learn definitions.

Problem solving (35 minutes)
The teacher will solve several problems using the Pythagorean Theorem; he or she will
encourage students to ask questions. Then, students will be given problems to solve, including
real life situational problems, for example:

14

Students will work collaboratively in their groups and the teacher will monitor their progress.
Each of the groups can present the solution to a problem by passing to solve it on the blackboard,
if time permits, or the teacher will write meaningful comments on students solutions after they
are turned in.

15

Assessment (30 minutes)
The teachers will provide students three to five problems to be solved in teams in teams. See
examples below.

1)

2)

3)

The teacher will monitor students activity to see if they are solving the problems collectively.
He or she can go around the teams and give clues to students if they need them. Worksheets will
be collected and discussed in class the following day, at the beginning of the class during the first
10 or 15 minutes.

16

APPENDIX 2
Bouncing Ball

Grade Level: 8
th

Time: 120 minutes
Learning Objectives
In this activity, students' will create a Height-Time plot for a bouncing ball. They will
examine how the ball's height changes mathematically from one bounce to the next.
Students will become proficient using TI calculators and CBR to gather real life data.
TEKS
TX.112.20 Science, Grade 8.
8.4 (A)
Use appropriate tools to collect, record, and analyze information, including lab
journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot
plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers,
spectroscopes, timing devices, and other equipment as needed to teach the curriculum.
TAKS
Objective 1
Knowledge of numbers, operations, and quantitative reasoning is critical for the development of
mathematical skills.
Objective 2
Understanding patterns, relationships, and algebraic thinking is an integral component of basic
algebra. At eighth grade, students will identify relationships using proportions to estimate
percent and calculate rates. Students will generate, in mathematical terms or verbal descriptions,
information from various forms of data to compare and contrast quantities.
Computer
CBR unit (From Texas Instruments)
TI-82 or TI-83 calculator

17

Calculator-to-CBR cable
A variety of balls to bounce (students can bring their favorite balls from home)
RANGER program from Texas Instruments

The teacher will explain that if you drop a ball on the floor, its rebound height decreases from
one bounce to the next. Mathematically speaking, most balls bounce in a very regular pattern.
You can use percentages to determine how high a ball will rebound on each bounce and make
predictions about its motion. The teacher will ask students questions about their perceptions of
what causes the balls the rebound, based on students experiential knowledge. The teacher will
allow the students to participate and help them elaborate and expand on their answers.
Activities
Calculator explanation (15 minutes)
The teacher will from groups of three students carefully mixing them according to their apparent
mathematical abilities and English fluency, thus creating a low risk environment that promotes
learning. The teacher will have previously set up the programs into the calculators so students do
no waste time with this process. It is assumed that students are familiar with TI calculators prior
to the development of this experiment.
Collecting the Data and Collaborative learning (20 minutes)
The students will collaborate to make this experiment and they will need help from each other.
1. The teacher will assign three students for each data collection as follows (change students
every trial): one to hold the CBR, one to release the ball, and one to run the calculator.
2. A student will position the CBR at shoulder-height
and hold the ball 0.5 meters below it. Press [ENTER].
3. The person holding the ball must release it at the
same time that the person holding the CBR presses
[TRIGGER]. Be sure to move your hands out of the
way after the ball is released. Your plot should show
at least four complete bounces.
4. If you are satisfied with your plot, sketch your plot to
the right, and then go to the next section. If not, press
[ENTER], select 3: REPEAT SAMPLE from the PLOT MENU, and try again.

18

1. Record the first complete bounce heights (peak y-values on the plot).
2. How does one bounce compare to the next? To find out, look at bounce ratios. Write the
ratio of the second rebound height to the first rebound height (in fraction form). Repeat
for the ratio of the third bounce to the second bounce and the fourth bounce to the third
bounce.
3. Express each bounce ratio as a percentage. Record these percentages.
4. How do the rebound percents compare?
5. Make an average of the rebound percentages.
6. Compare rebound percents for different starting heights (repeat experiment).
7. Did a different starting height significantly affect the rebound percentage?
8. If you dropped the ball you used from a height of 12 meters, to what height would it
rebound on the first, second and third bounces?
The teacher will have students present their result to the class at the end of the period in an
informal and relaxed manner. Students will turn in their results per team, and the teacher will
evaluate after class. Based on these results, the teacher could start the following day reviewing
the assessment if answers deviated too much from the expected values.
The teacher will write meaningful comments on students papers and will return them as soon as
possible so students can review the comments and ask questions if necessary.

19

Appendix 3
Personal Finance Introduction with Microsoft Excel

Grade Level: 9
th

Time: 120 minutes
Learning Objectives
Students will learn mathematical models in personal finance
Students will learn numerical techniques solve problems involving uniform gradient
formulas using Microsoft Excel
Students will define mathematical terms both orally and in writing
TEKS
111.xx. Mathematical Models with Applications
(4) Mathematical Modeling in Personal Finance. The student uses mathematical processes with
algebraic formulas, numerical techniques, and graphs to solve problems related to financial planning.
The student is expected to:
(A) Analyze and compare coverage options and rates in insurance;
(B) Investigate and compare investment options, including stocks, bonds, annuities, certificates
of deposit, and retirement plans; and
(C) Analyze types of savings options involving simple and compound interest and compare
relative advantages of these options.
TAKS
Objective 9
Understanding percents, proportional relationships, probability, and statistics will help students
become informed consumers of data and information. Percent calculations are important in retail,
real estate, banking, taxation, etc.
Computer
Microsoft Excel
Problems handouts

20

The teacher will explain, using the projector, how to enter formulas in Microsoft Excel, how to
make a list of variables and relate them to a specific formula. Students will then appreciate how
this numerical method will change the values of the cells containing the formula without the
necessity or retyping each value or variable every time. The teacher will allow students to access
computers and interact with Microsoft Excel as he explains the examples, thus modeling.
Students will be allowed to interact among them, ask questions and be given enough time to get
acquainted with the software. The teacher will explain how a cash flow series, also called
uniform gradient, can increase or decrease uniformly.
Activities
Excel explanation (15 minutes)
The teacher will from groups of three or four students carefully mixing them according to their
apparent mathematical abilities and English fluency, thus creating a low risk environment that
promotes learning. The teacher will give stimulating challenging problems that simulate real life
situations. The following example problem can be explained to the class to make the concept of
gradient accessible to students:
If an automobile manufacturer predicts that the cost of maintaining a robot will increase by $500
per year, until the machine is retired, a gradient series is involved and the amount of the gradient
is $500. Similarly, if the company expects income to decrease by $3000 per year for the next 5
years, the decreasing income represents a negative gradient in the amount of $3000 per year.
The teacher will induce students to formulate examples they have experienced in their lives
where gradients have been involved, like credit card payments using the same amount each
month, monthly car payments, etc.

Collaborative learning (15 minutes)
The teacher will then assign students the single-payment present-worth factor, or P/F factor to be
entered as an equation in Excel. He or she will then ask to compute the present worth P of given
future amount F after n years at interest rate i. Use values for interest rates from 1 to 10 using n
years = 8. The teacher will monitor students development of spreadsheets and will provide help
and answer questions as they arise. Students will be given enough time to interact with Excel.
The equation is [
()
].
Students should be entering equations in the following manner:

21

Once they hit enter then they can drag the lower right hand corner down to cell E20 to copy the
formulas with their respective i and n vales.
The teacher will give different formulas so students can practice entering algebraic equations in
Excel. The teacher will instruct to get values for interest rates from 1 to 16 for n years = 35. The
teacher can modify these values as necessary. The following formulas can be given:

()
()
to find the uniform-gradient present-worth factor.

And
()
to find the uniform-gradient annual-worth factor.

Students will work collaboratively to get solutions for several interest rates based on the required
number of years. The teacher will monitor their progress. Students need to be given plenty of
time; it is certain that they will make mistakes that will cause them to get very confused. The
teacher must be readily available monitoring their progress and answering questions.
The teachers will give students several problems. Students can send their Excel files by email so
the teacher can analyze their results and thus evaluate their comprehension and elaborate more
on this subject the following day if necessary.
Using the formulas for uniform-gradient present-worth factor, uniform-gradient annual-worth
factor, and single-payment present-worth factors, determine the factor values for interest rates
from i=16 to i=30 using n=30. Excel files need to be submitted showing the results and
formulations.

22

References
Angers, J., & Machtmes, K. (2005). An Ethnographic Case Study of Beliefs, Context Factors,
and Practices of Teachers Integrating Technology. The Qualitative Report, 10(4), 771-
794.
Balajthy, E. (2007). Technology and Current Reading/Literacy Assessment Strategies. Reading
Teacher, 240-247.
Cuoco, A., & Goldenberg, E. (1996). Dynamic Geometry as a Bridge From Euclidean Geometry
to Analysis. Whashington D.C.: Mathematical Association of America.
Jackiew, N. (2010). Linking Algebra and Geometry. Future Curricular Trends in School Algebra
and Geometry (pp. 231-241). Chicago: Infomation Age Publishing.
Kastberg, S., & Leatham, K. (2005). Research On Graghing Calculators at the Secondary Level:
Implications for Mathematics Teacher Education. Contemporary Issues in Technology
and Teacher Education, 5(1), 25-35.
Loertscher, D. (2011). The State and Futures of Educational Technologies. Teacher Librarian,
38(4), 40-41.
Marcoux, E., & Loertscher, D. V. (2009). Achieving Teaching and Learning Excellence With
Technology. Teacher Librarian, 37(2), 14-22.
Means, B. (2010). Technology and Education Change: Focus on Student Learning. Journal of
Research in Technology and Education, 42(3), 285-307.
Werth, E. P. (2011). Effective Training for Millenial Students. Adult Learning, 12-19.

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MTED 5318

to find the uniform-gradient present-worth factor.

to find the uniform-gradient annual-worth factor.

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