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Edtech Industry
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Edtech Advocacy &
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Multiple Representations — Using Technology to Engage Students in Mathematical Connections

Participate and share

Participate and share : Poster

Friday, December 4, 1:30–2:30 pm PST (Pacific Standard Time)

Dr. Karen Greenhaus  
Engage in real-world data collection and build dynamic mathematical representations. This poster focuses on geometry, statistics and algebra content using (free dynamic math web-based software). Create tables, graphs, constructions, calculations and write observations all in one place. Infinite possibilities. One solution.

Audience: Coaches, Curriculum/district specialists, Teachers
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: - signing up for a free account beforehand will allow them to save any work they do.

Topic: Online tools, apps & resources
Grade level: 6-12
Subject area: Math, STEM/STEAM
ISTE Standards: For Educators:
  • Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.

Proposal summary

Purpose & objective

Integrating technology into mathematics instruction is a challenge many educators face because often you must learn several different tools or use several different resources. It takes time to learn and they often don't work together.

Another road block to integrating technology is teachers don't have the time to learn the tool themselves and worry about student access (cost, tablet vs computer, etc) as well as students learning the tool vs. learning the math content.

I will be using, a FREE, web-based math software that solves many of the problems. It's free, can be used on any mobile device with any browser, and it allows for all mathematics to be done in one location. So you can do statistics, geometry, graphing, calculations, and write directions/reflections in the one environment, which allows for the ability to focus on multiple representations, a HUGE part of helping students understand mathematics.

I will be modeling several different mathematics content-focused lessons and educators will get hands-on experiences seeing how the technology supports the learning of math content. While they are doing math, they will also be learning components of the tool and see how easily the tool allows them to provide space for dynamic math exploration, data collection, directions, reflection, and visualization of mathematics.


Content & Activities:

We will focus on at least one activity from each of the following mathematical content areas - algebra, geometry, statistics. These will include data collection, dynamic constructions, and graphing.

Each activity is designed for about 20 minutes, with discussion and reflection in between and questions at the end. There will be extra activities to use as needed if time goes quicker.

Participants will be participating in several ways. They will actually be doing real data collection, constructions, and using the online lessons to answer questions and record their data/work. We will be doing activities in small groups with whole group share out. There will also be built-in time for individual reflection and peer-to-peer collaboration. This will be a very interactive and hands-on presentation.

Supporting research

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Dr. Karen Greenhaus, Drexel University

Dr. Karen Greenhaus has been a math educator for over 31 years. She's taught in MS, HS, been a Math District Supervisor, worked in Math Publishing, Software and Professional Development as Director of EdTech and PD for Key Curriculum and McGraw Hill. Currently she is an adjunct professor at Drexel University in Pennsylvania, in their online Math Masters Program. She has also been working with Casio for the last 6 years as a spokesperson and consultant, supporting teachers, software development and publishing partners, and works as an independent education consultant supporting teachers.

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