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Summer Workshop Plans

Summer Workshop Plans


TAASC Summer Workshop Agenda

submitter: Teachers As Agents Of Systemic Change (TAASC)
published: 06/03/1999
posted to site: 06/03/1999
How long do your workshops last?

The summer workshop lasts one week prior to the start of school. Every teacher takes three 100 minute-daily courses for the week.

How many teachers do you involve in your workshops?

120 - the last two years.

What are your major goals for your workshops in terms of content and pedagogy?

We expect every participant to fill in the gaps in his/her mathematics knowledge on a self selected basis from a list of 21 courses developed by a Teacher Advisory Committee. These courses range from number sense/number theory to calculus refresher. Every instructor is encouraged to use a variety of methods as models for the teacher-participants. Further, every instructor in the workshop gears her/his instruction to three goals: participants will learn some new mathematics, participants will learn some new mathematics that they can teach to their students, and/or participants will learn new ways of teaching the "old" mathematics. Every course has a strong mathematics component taught by methods that we would want teachers to use in their own classrooms.

Are you offering professional development on specific curricula that you are hoping will be used in the classroom? If so, which curricula are you using?

We have used bits and pieces from many NSF and commercially-prepared cutting edge curricula. Among these are Core-Plus, Math Thematics (STEP), SIMMS, Math Connections, and Glencoe Interactive Mathematics. However, we are not using any specific curriculum in its entirety hoping that what is taught and how it is taught will encourage teachers to think beyond their current textbooks. A person from STEM (Math Thematics) taught the interdisciplinary themes course.

Schedule of Classes

Period 1  
History of Mathematics I Room 18
Math with Manipulatives Room 4
Intro to the Graphing Calculator Room 5
Interdisciplinary Themes Room 10
Math for the Special Child Room 20
Number Sense Room 11
Modern Geometry Room 12
Period 2  
History of Mathematics II Room 18
Calculus Refresher Room 12
Math with Manipulatives Room 4
Permutations/Combinations Room 11
Tech. in the Classroom Room 5-236
Advanced Graphing Calculator Room 5
Interdisciplinary Themes Room 10
Number Sense Room 20
Period 3  
Fundamental Theorems of HS Room 10
Number Sense Room 11
Tech. in the Classroom Room 5-236
Informal Geometry Room 5
Integrated Science/Math Room 4
Logic and Proof Room 12
Issues in Math Ed Room 18

Date: January 12, 1999
To: Grades 6 - 12 Mathematics Teachers
From: Jack Price
Re: Summer Program for TAASC Participants

The summer program for all TAASC mathematics teachers will be held August 16 - 20, 1999, at the I-Poly International High School on the Cal Poly campus. All mathematics teachers grades 6 - 12 in Azusa, Charter Oak, Hacienda-LaPuente, and Pomona are encouraged to attend.

Participants will receive: a $300 stipend for the week, free parking, and lunch. Three units of credit will be available also. Each attendee will select three courses from the list below; each course will be held for 100 minutes for each of the five days. One hundred twenty of your colleagues attended last year; we hope that at least 200 will attend this coming summer.

To hold a place in the workshop, complete the attached form and return it to your TAASC teacher-leader or send it directly to Jack Price, CEEMaST, Cal Poly Pomona, Pomona CA 91768. (or Fax: 909-869-4616) Forms should be returned no later than March 1, 1999.

Tentative Course Listing (on the form please select by number)

  1. Number Sense: An informal approach to number theory, number sense, and algebra sense.

  2. Non-formula Approach to Permutations and Combinations: Taught intuitively rather than by

  3. rote formula with related probability through the binomial theorem.

  4. Geometer’s Sketchpad (Beginning): Using the Geometer’s Sketchpad to teach and learn geometry.

  5. Introduction to the Graphing Calculator: From turning it on to basic functional use.

  6. Using the Graphing Calculator (including CBL): Functions, graphs, experiments to learn and teach mathematics via the graphing calculator.

  7. Technology in the Classroom: Spreadsheets, graphing software, internet projects.

  8. Mathematics with Manipulatives: Using manipulatives to teach and learn secondary mathematics.

  9. Informal Geometry: Concepts in 2D and 3D taught through demonstrations, experimentation, lab activities.

  10. Transformational Geometry: Geometry of reflections, rotations, glides taught with manipulatives

  11. Fractals: Introduction to fractals and activities that generate fractals that can be used in geometry and elsewhere.

  12. History of Mathematics I: A problem-based approach to the history of mathematics through the great problems.

  13. History of Mathematics II: A continuation of Summer, 1998, with the same instructor. Open to those in History I last summer.

  14. Integrating/Coordinating Mathematics and Science: Activities designed to model coordination of mathematics topics with topics in science (different activities from summer, 1998).

  15. Issues in Mathematics Education: Standards, assessment, equity, leadership, diversity, inclusion -- different topics each day with different experts in the field.

  16. Mathematics for the Special Child: Utilizing mathematics in the special education program

  17. Using Interdisciplinary Themes to Teach Mathematics: Developing a thematic approach to teaching; project-based mathematics; applications in the real world

  18. Introduction to Discrete Mathematics: Theory of Choice and Election Theory, Networks, Matrices, etc.

  19. Logic and Proof: Developing logical systems, what is proof, attention to the NCTM Strand on Reasoning and Proof

  20. Statistics: With particular attention to the AP Statistics Class.

  21. Calculus Refresher: A brushup on the fundamentals of calculus using interesting problems geared toward those who may teach AB or BC calculus

  22. The Fundamental Theorems of High School: Innovative ways to approach the significance, proof, and connections among the theorems of high school mathematics; Pythagorean Theorem, Quadratic Theorem, Law of Cosines, Cramer’s Rule, Geometric Series, etc.

August 16 - 20, 1999
I-Poly High School, Cal Poly Pomona Campus

Name _____________________________ SSN#_______________
Home Address_______________________ District_______________
City/State/Zip_________________________ School_______________
Home phone_(____)___________________  
E-mail (if any) _________________________  

From the list of 21 courses, please select your first through fifth choices. Please use the course number.

First choice ______

Second choice______

Third choice______

Fourth choice______

Fifth choice______

You will receive a class schedule and more information prior to the end of school in June.

Return no later than March 1 to:

Jack Price
Cal Poly Pomona 91768
or fax: 909-869-4616
or give it to your TAASC leader in your school