COMPUTER PRESENTATIONS OF STRUCTURE IN ALGEBRA

A00015893

Description

• cours - matière potentielle : pre - algebra
• exposé - matière potentielle : structure
• exposé - matière potentielle : a property
• cours - matière potentielle : students
• fiche de synthèse - matière potentielle : instruction
• exposé
• exposé - matière potentielle : structure in algebra

Thompson, P. & Thompson, A. (1987). Computer presentations of structure in algebra. In J. Bergeron, N. Herscovics, & C. Kieran (Eds.), Proceedings of the El venth Annual Meeting of the International Group for the Psychology of Mathematics Education, 1, 248-254. COMPUTER PRESENTATIONS OF STRUCTURE IN ALGEBRA Patrick W. Thompson Alba G. Thompson Illinois State University Many errors committed by students of algebra appear to be a result of their long-term inattention to structure of expressions and equations.

• expression tree
• students disposition to experimentation
• analysis of computer use
• algebra
• expressions
• structure
• errors
• computer
• expression
• students

Sujets

• Structure
• Student
• Instruction
• Exposé
• Thompson
• Illinois State University

Informations

• Publié par: arzu
• Nombre de lectures: 55

Extrait

SpecialEducation4000 EducationofExceptionalIndividuals Spring2012 DarciePeterson,M.Ed. EducationBuilding,Room371 OfficePhone:797‐3252 E‐mail:SendemailthroughCANVAS(online.usu.edu) OfficeHours:TuesdaysandFridays2‐5andbyappointment Overview: Thisisahybridcourse.Theon‐campusundergraduatespecialeducationprogramconsistsofhybridcourses,which consistofbothon‐lineandlivecourseactivities.On‐lineactivitiesaredesignedtoprovideflexibilityforthestudent. Livesessionsareimportantcomponentsofallcoursesandprovideopportunitiesforinteractionswithinstructors,guest speakers,and classmates.Exams,readings,classinformationandsomeassignments,etc.willbelocatedonCANVAS.If youareunfamiliarwithCANVAS,youcangetfurtherinstructionontheCANVAShomepage(online.usu.edu)under “StudentTutorials”.Also,whereindicatedonthecourseschedule,anumberofclasstopicswillbecompletedonline onlyusingIRISStarLegacyModules.FurtherinstructionswillbegiventhroughCANVASregardingtheon‐linesessions. Onthoseindicatedsessions,studentswillbedismissedfromclassearlyandwillcompletespecifiedassignmentsoutside oftheclassroom. CourseObjectives: ObjectiveHow/WhenObjectiveisMet  1.Gainingfactual Weeklyreadings  knowledge(terminology, MidtermExam classifications,methods, FinalExam trends). Studentswillcomeawaywithsomebasicfacts,definitions,causes, psychological/behavioralcharacteristics,andeducationalapproachesconcerning personswithdisabilitiesasfollows:intellectualdisabilities,learningdisabilities, emotional/behaviordisorders,communicationdisorders,hearingimpairments, and/orphysicaldisabilities. Studentswillhaveabasicknowledgeoflegalissuessurroundingspecialeducation, includingbutnotlimitedto,understandingSection504,ADA,andIDEIA(Individuals withDisabilitiesEducationalImprovementAct2004). Studentswillbegintoidentifyimportantcomponentsofbehaviormanagement plansfortheirfutureclassrooms.  2. Learningtoapplycourse ReflectionJournals  material(toimprove UnannouncedClassActivities thinking,problemsolving, DisabilityLawin‐classassignment anddecisions). Studentswillbeabletoidentifysimilaritiesanddifferencesbetweenlaws protectingstudentswithdisabilitiesunderSection504,ADAandIDEIAandapply thistostudentsintheirownclassrooms. Studentswillbeabletoidentifyproblembehavior,potentialcausesforthe behavior,andofferrealisticsolutionstoalleviatethebehaviorintheirown classrooms.  3. Developingspecificskills, ReflectionJournals  competencies,andpoints IRISModulesaddressingselecttopics ofviewneededby Studentswillleavethiscoursewithabetterappreciationofwhatitisliketohavea professionalsinthefield disabilityorhaveafamilymemberwhohasadisability.Thiscourseshouldhelp mostcloselyrelatedto createhealthier,positive,butrealisticattitudestowardpeoplewithdisabilities. thiscourse.

CourseResourceMaterials Youarerequiredtoreadidentifiedhandoutsspecifiedforeachsessionforthiscourse.Informationfromthe handoutswillbefoundontheexams.Studentshavetwooptionstoobtaintheserequiredhandouts. 1. READINGSINCOURSEREADER:ThereisacoursereaderavailabletopurchasethroughtheUSUbookstoreforall SPED4000courses.Thiscoursereadercontainsalltherequiredreadingsforthiscourse. OR 2. READINGSONCANVAS:ThereadingswillalsobeavailablethroughCANVAS. ItisyourchoicetopurchasethereaderordownloadtheassignedmaterialthroughCANVAS CourseAssignments: ExplanationsandfurtherinstructionsforeachassignmentcanbefoundonCANVAS.Availabilitydatesanddue datescanbefoundonCANVASforeachassignmentand/oronthecourseschedule.Assignmentsaredue½ hourbeforethebeginningofclassonthespecifiedduedate.NOassignmentswillbeacceptedonce assignmentsareclosedonCANVAS. 1.DisabilityLaw Thisisanin‐classgroupassignment.Itisworth20points.Nomakeuporalternativeassignmentwillbe giventostudentswhomissthisclass. 2.Classroomactivities Therewillbe10unannouncedactivitiesthroughoutthesemester.Theseactivitiesmayincludeguest lectures,videos,assessments,hands‐onactivities,popquizzes,etc.Onthedaysactivitiesareincluded, youwillbeaskedtoturninspecificpaperworkorsignarollgivingyoucreditforparticipatinginthe activity.Youwilldroponeactivity(incaseofillness,familyactivities,awedding,missedalarm,etc.). YouwillNOTbeabletomakeupanyclassroomactivities. 3.JournalReflection:AssignedReadings Youwillberequiredtoreflectontheassignedreadings(handouts).Refertoyourcoursescheduleto identifytheweekeachentryisdue.Thereareafewweekswherethereisnoentryrequired.Underthe CourseContentpage,youwillfindthelinktopostyourentry.Mostentrieswillbeworth5points(2will beworth10points)andyouwillNOTbeabletodropanyofyourentries.Aspecificquestionforeach entrywillbeprovided.Yourscorewillbearesultofyourthoroughnessandthoughtfulnessofyour response. Ataminimum,yourresponseshouldbeatleast250wordsinlengthincludingbothyouranswertothe questionandyourreflection.ItmighthelpifyouwritetheresponseusingaprogramlikeWordto measurelength.ThenyoucancopyandpastewhatyouwroteintoCANVAS.Pleasedemonstratean understandingofthereading.Ifyouusesmallpartsofthereadinginyourresponse,pleaseparaphrase intoyourownwords(changingoneortwowordsinasentenceisnotenough),orusequotationmarks toreflectthatyouareusingthewordsdirectlyfromthetext. Whenthejournalsaregraded,thegraderwillfirstlooktomakesurethatallpartsofthequestionare answeredcorrectly.So,ifthequestionhasmultipleparts(likeinReflectionJournal5‐Families), betweenoneandfourpointswillbeearnedbyansweringeachpartofthequestion.Theremaining pointsareearnedbyprovidingsufficientexplanationandreflectionaboutwhatyoulearned. Explanationandreflectionmeansthatyoushouldprovideyourownpersonalviewpoint.Youcantalk aboutwhetheryouagreeordisagreewiththeinformationyouread.Youcantalkaboutsomepossible fearsorgoalsyouhaveaboutusingtheknowledgeyouhavegained.Youcangiveveryspecific

explanationsabouthowastrategywillworkinaparticularsituationinyourfutureclassroom(for example,describehowyoupersonallywouldusevisualdemonstrationtohelpachildlearntomeasure thelengthofatable‐orwhateverisappropriateforyourstudents'agelevelandsubject).Inthe reflectionpart,thegraderislookingforyoutoprovidesomethoughtsbeyondwhatyoureadinthe handouts. 4.SyllabusQuiz:Seescheduleforquizdate Thereisonequizatthebeginningofthesemester.Theinformationonthequizwillcoverclassroom andsyllabusinformation. 5.Exams:MidtermandFinal Eachexamwillhave50questionsandisworth50points.Examswillbegiveninclassandnotonline. Seescheduleforexamdate.StudyguidesareonthecoursecontentpagewithinCANVAS. On‐LineSessions Eachon‐linesessionwillbecompletedoutsideoftheclassroom.Typicallyclasswillbedismissedearlyonthedaysof theassignedmodules.Thetimeusuallyspentinclasswillbedevotedtothecompletionofthemodule.Refertothe coursescheduleformoredetailanddates. 1. IRIS:CulturalandLinguisticDifferences–NOCLASS–ASSIGNMENTDUEDAYAFTERHOLIDAY 2. IRIS:CollaboratingwithFamilies–NOCLASS 3. IRIS:ResponsetoIntervention(RTIPart1)–NOCLASS 4. IRIS:AddressingDisruptiveandNoncompliantBehavior(Part1)‐CLASSDISMISSEDEARLY 5. IRIS:InstructionalAccommodationsforStudentswithVisualDisabilities‐CLASSDISMISSEDEARLY StudentEvaluation: Studentswillbeabletoearnupto415pointsforthecourse,asfollows: SyllabusQuiz10points DisabilityLaw20points IRISAssignments125points(5@25pointseach) Classactivities90points(10activities@10pointseach;droponeactivity) ReflectionJournal70points(10@5pointseach,2@10pointseach) MidtermExam50points Finalexam50points PercentageGradePercentageGrade 94‐100A73–76.99C 90–93.99A‐70–72.99C‐ 87–89.99B+65–69.99D+ 83–86.99B60–64.99D 80–82.99B‐Below60F 77–79.99C+ Note:Studentsearnthegradetheyreceive.Theinstructorwillnotchangeanygradesanytimeduringorafterthe semester. Theinstructorreservestherighttomodifythissyllabusorscheduletoaccommodatestudentneeds,guestspeakers, lectures,informationpresented,etc.

StudentswithDisabilities:Studentswithphysical,sensory,emotionalormedicalimpairmentsmaybeeligiblefor reasonableaccommodationsinaccordancewiththeAmericanswithDisabilitiesActandSection504ofthe RehabilitationActof1973.AllaccommodationsarecoordinatedthroughtheDisabilityResourceCenter(DRC)inRoom 101oftheUniversityInn,797‐2444voice,797‐0740TTY,ortollfreeat1‐800‐259‐2966.PleasecontacttheDRCasearly inthesemesteraspossible.Alternateformatmaterials(Braille,largeprintordigital)areavailablewithadvancenotice.

Pleasecontacttheinstructorduringthefirstweekofclasstoarrangesuchaccommodations.Theinstructormust havetheappropriateformsfromtheDRCinordertoaddressanyaccommodations.

StudentCode:Studentsneedtoadheretostudentcodebynotinterferingwiththeinstructionorthelearningofother students.Theinstructorencourageseachstudenttoactivelyparticipateinclassdiscussions. Participationisdefinedasoccasionalverbalcontributionstoclassdiscussion/activitythatextendandenhance thegroupprocess.ParticipationisNOTdefinedasmerelyattendingclass. Courteousdemeanorisdefinedas(1)arrivingontime,(2)leavingatthescheduledtimeandnotbefore(unless theinstructorisnotifiedandhasapprovedtherequest),(3)listening(nottalking)duringthelectureorclass discussion,and(4)refrainingfromtheuseofcellphones(includingtexting),internetsurfing,andunrelated reading.Ifunrelatedcomputerusebecomesexcessiveinclass,laptopsmaybebanned. Ifthisbecomesaproblembyinterferingwiththeinstructionoftheinstructorandinterruptingthelearningand listeningofotherstudents,youmaybeaskedtoleavetheclass. StudentResponsibilities AsmembersoftheacademiccommunityatUtahStateUniversity,studentsshareresponsibilityforitsgrowthand continuedwell‐beingandformaintaininganenvironmentwhichencouragesfreeinquiryandexpression.Studentsare expectedtoengageinreasonableandsubstantialpreparationfortheircoursework,tofollowcourseandclassguidelines assetforthinsyllabiandasannunciatedbytheirinstructors,andtocompleteallacademicexerciseswithintegrity.All interactionswithfacultymembers,staffmembers,andotherstudentsshallbeconductedwithcourtesy,civility,decency andaconcernforpersonaldignity.TheseresponsibilitiesarethefoundationoftheUniversity’sStandardsofConduct (HonorSystem–seesectionV‐3,Misconduct–seesectionV‐3). AcademicHonesty PleasereadthroughUSUHonorSystemGuidelinesontheCourseContentpageunderIntroduction&Policies.Beaware thatIusethefollowingdefinitions.AccordingtotheMerriam‐WebsterOnlineDictionary,to"plagiarize"means 1)tostealandpassoff(theideasorwordsofanother)asone'sown 2)touse(another'sproduction)withoutcreditingthesource 3)tocommitliterarytheft 4)topresentasnewandoriginalanideaorproductderivedfromanexistingsource. Inotherwords,plagiarismisanactoffraud.Itinvolvesbothstealingsomeoneelse'sworkandlyingaboutitafterward. Groupworkhasbecomeanissueinclasses.Inpastclassestherehavebeensituationsinwhichgroupworkcouldhave beenconsideredcheatingorplagiarism.“Legitimate”groupworkisdefinedasthatwhichtakesadvantageof consultationwithyourpeers,providingyouwithideas,suggestions,corrections,etc.,whichyoutakeintoconsideration inthedevelopmentofyouruniqueandindividualproduct.Readingthetextandwritinganswerstothestudyguide items,thenworkingcloselywithotherstudents,comparingstudyguideanswers,andattemptingtoresolvedifferent understandingsisanexcellentlearningtechniqueandisstronglyencouraged. Failingtodothereadingandmemorizinganswersthatanotherstudenthaswrittenforthestudyguideisnotlegitimate groupwork;itischeating.Draftingtheassignments,thencomparingspecificaspectsofyourproducttoothers’and discussingteachingsituationsandSPEDissuesislegitimateandencouraged.Copyingsomeoneelse’squizzes, assignment,orarticlesisnotlegitimate;itischeating.Completingtheassignmentsasagroupprojectisnotlegitimate;it ischeating.Youmustmakeyourowndecisionsabouteverydetailoryourassignment. Always,ifyouareunsureaboutboundariesoflegitimategroupwork,please(1)askforclarificationfromtheinstructor, and(2)makefulldisclosuresothatthereisnoquestionaboutyourintentions.Iamveryhappytotalkaboutthese boundariesandworkwithyoutomaximizeyourlearningandmaintainindividualaccountability.

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SpecialEducation4000Schedule DarciePeterson,M.Ed. Spring2012 (allquizzes/assignmentsopenupafterclass andwillcloseat2:00PMonthefollowingMonday) TopicHandout(H)Assignments&DueDates Additional(2:00PMonMondays) Resources(AR) Due Introduction H1,H3,H7 SpecialEducationOverview Noclass–Holiday H4ReflectionJournal1:PersonFirst IRIS:CulturalandLinguistic Language  Differences(outofclass assignment) IRIS:CulturalandLinguistic Differences DueTues1/17at2PM becauseoftheholiday IDEIA H5,H6,ReflectionJournal2:IDEIA Section504andADA H8‐12 SyllabusQuiz Inclusion H2,H12ReflectionJournal3:Section504 SpecialEducationProcess IndividualizedEducationPlan (IEP) DisabilityLaw H13ReflectionJournal4:Inclusion LearningDisabilitiesA DisabilityLaw(inclassassignment only–nomakeups) LearningDisabilitiesB ReflectionJournal5:Learning Disabilities NOCLASS–Mon.classesonTues.IRIS:CollaboratingwithFamilies 2IRISModules IRIS:CollaboratingwithFamilies ReflectionJournal6:Families IRIS:ResponsetoInstructPart1 DueTues2/21at2PM becauseoftheholiday  IntellectualDisabilities H14,H15,H21IRIS:RTI SchoolWidePositiveBehavior Support Midterm(coversmaterialin MidtermStudyReflectionJournal7:Intellectual weeks1‐8) Guide(onDisabilities IRIS:AddressingDisruptive coursecontent Behaviors(classdismissedearly) page) ExtraCreditAvailable Emotional/BehaviorDisorders H20IRIS:AddressingDisruptiveBehaviors ClassroomManagement Strategies  H22,H27ReflectionJournal8: Autism ationDisorders Emotional/BehaviorDisorders Communic