AP+History

=AP History=

May 2-5 Reading: Book chapter Assessment: Qiuz on terms on Friday ==

Summarize this online article http://www.nytimes.com

 PASCD – November Conference Proposal Proposal Due: April 1, 2011 Conference Date: November 20-22 Differentiate Teaching Common Core Math Standards with Kidspiration 3 Or Differentiate Teaching Core Math Standards with Software your School Owns Math is rarely taught with appropriate tools to promote lasting understanding. Kids are told “Apply the rules and you’ll get it right!” But what about when students need to UNDERSTAND to achieve on tests? This workshop presents differentiated, multi-sensory, interactive approaches to math instruction aligned to Common Core Standards using award winning Kidspiration® Math Tools to promote deep understanding of numbers, arithmetic and mathematical concepts. And the best part is…your school already owns the software! __ Research Base __ Interviews and observations over five months found that technology had its greatest impact by helping teachers expand the scope of their programs and by promoting positive attitudes toward math. JOHN A. ROSS A1, ANNE HOGABOAM-GRAY A1, DOUGLAS MCDOUGALL A1, CATHY BRUCE A2   A1 University of Toronto A2 Kawartha Pine Ridge District School Board || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Students who use manipulatives in their mathematics classes usually outperform those who do not (Driscoll, 1983; Greabell, 1978; Raphael &  Wahlstrom, 1989; Sowell, 1989; Suydam, 1986), although the benefits may be slight (Anderson, 1957). This benefit holds across grade level, ability level, and topic, given that use of a manipulative ‘makes sense’ for that topic. Manipulative use also increases scores on retention and problem solving tests. ** ‘Concrete’ Manipulatives, Concrete ** ** Ideas ** ** DOUGLAS H. CLEMENTS ** // State University of New York, Buffalo, USA // //Contemporary Issues in Early Childhood, Vol. 1, No. 1, 1999 // //XXXXXXXXXXXXXXXXXXXXXXX // Another promising approach to reducing barriers to implementation of reform in mathematics education is through integration with technology. There is ample correlational evidence that teachers who are more frequent users of technology (calculators, computers) are more likely to adopt even the most difficult dimensions of reform such as constructivist teaching (Becker, 1998; Waxman &  Huang, 1996). Provision of software in a reform curriculum contributes to  <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">teacher implementation of the Standards (Huetinck, Munshin, & Murray-Ward,   <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">1995; Ross, Hogaboam-Gray, & McDougall, 2000). Student achievement <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">increases when calculators (Hembree & Dessart, 1992) and computers <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">(Christmann, Badgett, & Lucking, 1997; Heid,1997) are used. <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">Less clear about the integration of computers is how this contributes to  <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">reform. The relationship may be spurious: good teachers tend to adopt the <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">innovations of the day, in this case technology integration and math reform <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">(Becker, 1998). It is more likely that technology enables teachers to implement <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">their constructivist beliefs by relieving students of the tedium of calculation and <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt;">providing them with visual representations to support dialogue about <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 11pt; line-height: 130%;">mathematical ideas. Some researchers (Sandholtz, Ringstaff, & Dwyer, 1997) //<span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 8pt;">The Alberta Journal of Educational Research Vol. XLVIII, No. 2, Summer 2002,122-138 // //<span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 13pt;">John A. Ross // //<span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 13pt;">Douglas McDougall // <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 9pt;">and //<span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 13pt;">Anne Hogaboam-Gray // //<span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 9pt;">Ontario Institute for Studies of Education, University of Toronto // <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 15pt;">Research on Reform <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 15pt; line-height: 130%;">in Mathematics Education, 1993-2000 <span style="color: windowtext; font-family: "TimesNewRoman","serif"; font-size: 9.5pt; line-height: 130%;">1
 * Journal of Educational Computing Research ||
 * ||  Issue:   || Volume 26, Number 1 / 2002 ||
 * ||  Pages:   || 87 - 104 ||
 * || ** URL: **  ||  [|Linking Options]  ||
 * ** THE CONTRIBUTION OF TECHNOLOGY TO THE IMPLEMENTATION OF MATHEMATICS EDUCATION REFORM: CASE STUDIES OF GRADE 1-3 TEACHING **