The following series of learning activities are from an afterschool math club called Go Go Gizmos that focuses on modeling mathematics with the use of technologies. This account describes how a classroom teacher and a math educator taught and assessed students' understanding of the rate of change using a variety of technologies. In particular, we chose data collection probeware called Go!Motion, which is a stand-alone motion-data-collection device from Vernier that sends data to the computer for analysis and simulation applets from http://explorelearning.com. The Go!Motion device can be connected to a computer and displays an interactive real-time spreadsheet with graphing capabilities. The objectives in the unit were for students to investigate physical representations of slope as a rate of change in mathematics and as velocity in science and the y-intercept as the initial condition, or starting position. In these investigations, students and teachers become partners in developing mathematical ideas and solving math problems (NCTM 2000).

Contributor Notes

Jennifer M. Suh, jsuh4@gmu.edu, teaches at George Mason University (GMU) in Fairfax, Virginia. Her research focuses on elementary school mathematics and technology integration.

Kerri Fulginiti, klfulginiti@fcps.edu, is an advanced academic resource teacher at Westlawn Elementary School in Fairfax County, Virginia.

Edited by Spencer Jamieson, Spencer.jamieson@fcps.edu, a math resource teacher for the Instructional Services Department of Fairfax County Public Schools

Patricia W. Freeman, pfreema1@gmu.edu, who teaches algebra 1 and geometry to eighth-grade students at Franklin Middle School in Chantilly, Virginia, while pursuing a doctorate in Mathematics Education Leadership at George Mason University

Courtney Baker, cbaker@gmu.edu, a math consultant for Fairfax County Public Schools and a doctoral student at GMU. Technology from the Classroom is the venue for sharing articles that illustrate the effective use of technology in prekindergarten through grade 6 mathematics classrooms. Send submissions of no more than 1500 words to this department by accessing tcm.msubmit.net. See detailed submission guidelines for all departments at www.nctm.org/tcmdepartments.

(Corresponding author is Suh jsuh4@gmu.edu)
(Corresponding author is Fulginiti klfulginiti@fcps.edu)
(Corresponding author is Jamieson Spencer.jamieson@fcps.edu)
(Corresponding author is Freeman pfreema1@gmu.edu)
(Corresponding author is Baker cbaker@gmu.edu)
Teaching Children Mathematics
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