Professional development through technology-integrated problem solving: from InterMath to T-Math

The ability to integrate technology into instruction is among the characteristics of a competent mathematics teacher. Research indicates that the vast majority of teachers in Turkey believe the use of computers in education is important, but have limited knowledge and experience on how to use technology in their instruction. This paper describes the T-Math project (http://www.t-math.org), which adapted the InterMath (http://intermath.coe.uga.edu) knowledge base for mathematics teachers in the United States and developed relevant resources for professional development of Turkish mathematics teachers to guide them in constructing useful strategies for their students while developing as expert mathematics teachers. Examples of mathematical investigations adopted and developed in the T-Math project are presented as well as the anticipated challenges and subsequent strategies for integration

Developing web based assessment and evaluation tools for middle school mathematics teachers

Due to the character of the original source materials and the nature of batch digitization, quality control issues may be present in this document. Please report any quality issues you encounter to [email protected], referencing the URI of the item.Includes bibliographical references (leaves 85-90).Issued also on microfiche from Lange Micrographics.This study investigates the use of WWW (World Wide Web) technology as an alternative assessment and evaluation tool in middle schools. The study deals with developing innovative web applications that are interactively available through the Internet for the use of teachers and students. The features of WWW are also described with respect to its pedagogical uses in mathematics education. A web site named e-Math was developed to deliver applications that were used by the teacher and the students during the research study. Several programming languages have been used in the web site to create applications that provide the teacher and the students with several assessment applications. The major component of the web site was the test database, which was the major instrumentation for classroom testing during the experimental procedure. Also, online pre- and post-surveys were administered in order to investigate change in students' attitudes, beliefs and reflections on web-based assessment and technology. The analyzer components of test and survey applications were used as reporting tools to draw conclusions on the test and survey results. A constant comparison method has been used to analyze the survey results. Three research questions framing the study are as follows: 1. How does the WWW technology help teachers develop assessment and evaluation tools? 2. How does the WWW facilitate learning and communication in mathematics classroom? 3. Does the WWW help to build a feedback bridge between the students and the teacher