Month: October 2022

Directions:

For each module, students relate specific subjects to module material. Students are required to make one main post (minimum of 300 words) that addresses the discussion question and/or topic of the week by Wednesday at 11:59 p.m. EST.  This week’s assignment has two main parts. Please make sure you use the theories from your text and your own personal experiences to answer the assignment in two separate paragraphs:

1. Employment-at-will is the concept that an employee can be terminated for any reason.  Do you agree with this concept and what are some potential exceptions?

2.  What are some ways an employer can avoid potential legal pitfalls of terminating an employee?

For this assignment you will explore and answer analytic questions about two digital resources:

• Desmos – available as an app or via web browser (https://www.desmos.com/
  

  Links to an external site.). If you create a free account, you can access and save lessons.

• Math-Play Slope Intercept Basketball – http://www.math-play.com/slope-intercept-basketball/slope-intercept-basketball_html5.html
  

  Links to an external site.

If you have difficulty accessing either of these resources, you are free to substitute them for another algebra- or early algebra-related app of your choosing.

Download the Word document with the analytic prompts (LTC8875_appreview_algebra.docx

 

Download LTC8875_appreview_algebra.docx), write your responses directly in that document, and then upload it to Canvas by October 17th.

his discussion is based on the two articles related to algebra and technology:

Please respond to the following questions:

1. In what specific ways did the technological tools support students’ mathematical learning? What were the mathematical ideas they promoted (or not) and how did the technology promote them?
2. Was the technology uniquely capable of spurring that learning or could the same thing have happened without the technology?

Recall the important notion of WYAIWYG — what you assess is what you get. If we truly want students to know that the mathematical practices are valuable, then we need to assess them to not only monitor their learning progress but also to send the message that they are vital.

Please use this personal reflection to set realistic goals for yourself with regard to assessing your students’ mathematical practices. (If you do not currently have students, please write about your intentions for the next time you are teaching a mathematics class.)

Which mathematical practices do you most value for your students (please don’t say all of them)? What are some tangible steps that you can take in your teaching to better assess those practices?

Length: No more than 2 pages, double-spaced.

Recalled facts and procedural skills are the easiest to assess but perhaps the least important for students when compared to conceptual understanding and mathematical practices. For this assignment, choose a single content standard (e.g., something that you may actually be teaching in the next few weeks) and do the following:

1. List your selected content standard.
2. Write two items that allow you to assess conceptual understanding related to the single content standard you selected. We want you to actually create the items, or at least heavily adapt them to make them your own. Please do not just grab items from your textbook or a website.
3. Be sure that students’ work on the item will also give you some information about their capabilities with respect to at least one mathematical practice. Assessing more than one mathematical practice is okay but not required.
4. Write a brief rationale for your items, explaining any key choices that you made in creating them or pointing out any key features that you will look for in the student work. This should be less than 1 page, double-spaced.

 

RUBRIC:

3 points for the two items: they must be clearly associated with your selected standard, they must go beyond procedural skill, and there should be at least one mathematical practice that has a reasonable likelihood of appearing in the students’ work.

2 points for the brief rationale: A 2-point response will provide detail about how you believe the items reveal conceptual understanding and mathematical practices, beyond just recalled facts or procedures. A 1-point response will focus on surface features rather than the understandings assessed.

 

Content standard

Solve equations and inequalities in one variable MGSE9-12.A.REI.3 Solve linear equations and inequalities in one variable including equations with coefficients represented by letters. For example, given ax + 3 = 7, solve for x. 

Review the following number-and-operations items (documents are the same but one is DOCX, the other PDF):

 

What do you see as the key aspects of mathematical content that are assessed? What are the mathematical practices that are assessed? Please reference items by item number in your discussion. Also, think about whether a content or practice is necessarily required to solve the problem or if there are possible ways that students might circumvent the intention of the items.

Review the following algebra items (documents are the same but one is DOCX, the other PDF):

 

What do you see as the key aspects of mathematical content that are assessed? What are the mathematical practices that are assessed? Please reference items by item number in your discussion. Also, think about whether a content or practice is necessarily required to solve the problem or if there are possible ways that students might circumvent the intention of the items.

 

 

see attached