The Teaching Algebra materials consists of 7 chapters that provide strategies for teaching algebra with dynamic technology explorations of important topics such as variables, equality, rate of change, and functions.
Examining Students’ Practices in Algebra and Function
These materials are designed to accompany the Algebra chapters. The materials support teachers’ development of pedagogical skills related to professional noticing of student thinking and engaging in productive discussions in technology-mediated learning environments. Teachers engage in technology-mediated tasks and analyze videos of students’ work.
Voices from the Field
A collection of video clips representing how real teachers use technology in their mathematics classrooms. Some clips illustrate how teachers and students use technology in lessons. Other clips show teachers and experts discussing issues related to their planning and implementation of technology.
Teaching Statistics Investigations
There are 4 chapters in this set of materials that prepare teachers to use large multivariate data and a new free online tool, CODAP, to engage in similar investigations that are in Chapters 1-4 in the Teaching Data Analysis and Probability materials. These new materials are developed as part of the ESTEEM project, aiming to enhance statistics teacher education through developing e-materials.
The 7 chapters in the Teaching Geometry materials engage teachers with how dynamic approaches to geometry can change the ways students understand concepts such as properties of polygons, transformations, similarity, and symmetry.
Teaching Data Analysis and Probability
There are 6 chapters in this set of materials that utilize tools such as TinkerPlots, Fathom, Excel, and graphing calculators to engage teachers in statistics investigations using multivariate data. Topics addressed include learning to teach distributions, variability, bivariate relationships, probability, and simulations.
For each Unit, we provide instructor resources for each chapter including sample solutions for questions in the text materials, teaching tips, common core alignment, and bibliography of suggested readings.
This project is supported by the National Science Foundation under grants DUE 0042319, 0817253, 1123001 and 1820976 awarded to NC State University, grant DUE 1820998 awarded to Middle Tennessee State University, grant DUE 1821054 awarded to University of North Carolina at Charlotte, and grant DUE 1820967 awarded to East Carolina University. Any opinions, findings, and conclusions or recommendations expressed herein are those of the principal investigators and do not necessarily reflect the views of the National Science Foundation.