Beyond-the-Basic Productivity Tools (BBPT)

Lesson Idea Name: History of Math Timeline

Content Area: Math I-IV
Grade Level(s): 9-12

Content Standard Addressed: MHMA1-4; MHMG1-3; MHMH1-4;

Technology Standard Addressed: Creative Communicator
Selected Technology Tool: ReadWriteThink Interactive Timeline
URL(s) to support the lesson (if applicable):
https://www.dropbox.com/s/kbrm9m5betkuksw/History%20of%20Math%20Timeline.pdf?dl=0

Bloom’s Taxonomy Level(s):

☐ Remembering ☐ Understanding ☐ Applying ☒ Analyzing ☐ Evaluating ☒ Creating
Levels of Technology Integration (LoTi Level):
☐ Level 1: Awareness ☐ Level 2: Exploration ☐ Level 3: Infusion ☒ Level 4: Integration
☐ Level 5: Expansion ☐ Level 6: Refinement
Universal Design for Learning (UDL):
This project is done through a web-based program. Therefore, each student has the ability to work on the
project wherever is convenient for them. This is also important because it allows students to use the device(s)
that work best for them. For instance, if a student needs an adaptive keyboard or uses an Eye Gaze computer,
they are still able to complete the project on their own.
Lesson idea implementation:
The teacher will begin the lesson with sharing his/her general math history timeline that briefly touches on
significant mathematicians/event. It important that the teacher explains the significance of learning these
concepts to the students. Depending on the amount of topics the teacher wants covered, this project would
best be completed in small groups or pairs. Once in groups, students will pick a mathematician/significant
event in mathematics history. They are tasked with doing research and creating their own detailed timeline of
the event or mathematician’s life. They will also analyze their topic to figure out the impact it has on today’s
mathematics. This analysis is key to having the students consider their topic and how it contributes to their
lives in and outside the classroom. Students should be given about a week to complete their project. They will
then present their findings to the class.

The teacher will assess the students during their presentations, looking for accuracy and completeness. The
teacher will also ask questions to make sure students have taken in the knowledge about their topic during
the presentation or at the end. Students will receive the teacher’s feedback after all presentations have
concluded. This information from all the projects will be collected into one file to be shared with all students
for their learning. To ensure students have taken in information from all presentations, a small quiz is
recommended.
Reflective Practice:
After taking a history of math course in my undergraduate career, I understand the importance of
understanding where the math we learn and use today originated. Learning about the history of math also
shows how many different societies contributed to concepts used today. This spans from ancient civilization
contributions to the formation of modern calculus. This way, students that come from other places can see
the contributions of their culture. I also believe that by using BBPT’s, students are able to get more involved
with what they are learning. Since some of these concepts are above their level, examining the history and
significance of that topic can bring an understanding to topics they know along with more advanced ones.

Spring 2018_SJB