Summer Workshop PlansSummer Workshop Agenda
The TAASC teacher advisory committee suggested that the oneweek institute be heavily weighted toward mathematics. We sent a proposed list of 15 short courses to every prospective participant asking for their first five choices. We finally came to a schedule where every participant was placed in three 100 minute daily classes. Each one received his or her first two choices and then one from the remaining three to balance course load and fit into a schedule. We were concerned that there was no single meeting daily for all particicpants, but that did not seem to be a problem. There was enthusiasm and good evaluations for the program from all 120 participants which led to our redirecting third year money into another oneweek workshop instead of the twoday originally scheduled for next summer. The description of classes and the schedule of classes are below. August 24, 1998
Thank you for attending the TAASC summer workshop August 1721, 1998. We hope that you enjoyed it as much as we did. We hope to see you next summer. Enclosed is a statement of your attendance at the summer institute. Following is a description of classes if that is needed. Number Sense: An informal approach to number theory, number sense, and algebra sense. Nonformula Approach to Permutations and Combinations: Taught intuitively rather than by rote formula with related probability through the binomial theorem. Geometer's Sketchpad: Using the Geometer's Sketchpad to teach and learn geometry. Using the Graphing Calculator (including CBL): Functions, graphs, experiments to learn and teach mathematics via the graphing calculator. Technology in the Classroom: Spreadsheets, graphing software, internet projects. Mathematics with Manipulatives: Using manipulatives to teach and learn secondary mathematics. Informal Geometry: Concepts in 2D and 3D taught through demonstrations, experimentation, lab activities. Transformational Geometry: Geometry of reflections, rotations, glides taught with manipulatives Fractals: Introduction to fractals and activities that generate fractals that can be used in geometry and elsewhere. History of Mathematics: A problembased approach to the history of mathematics through the great problems. Integrating/Coordinating Mathematics and Science: Activities designed to model coordination of mathematics topics with topics in science. Issues in Mathematics Education: Standards, assessment, equity, leadership, diversity, inclusion  different topics each day with different experts in the field.
SCHEDULE OF CLASSES
Period 2
Period 3
