By John Eichinger
Technology doesn't exist in a vacuum and, hence, will not be taught that approach. In that spirit, actions Linking technology With Math, 5-8, is a hands-on consultant for preservice and inservice uncomplicated and heart university academics who are looking to attach technology guideline with different parts of studyincluding visible arts, social sciences, language arts, and particularly math.
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Extra resources for Activities Linking Science with Math, 5-8
Resources Adams, B. 2006. London Bridge is falling down. Science and Children 43 (8): 49–51. Anderson, J. 1972. Aestheometry…Constructions in space mathematics. Science and Children 10 (1): 31–32. ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 55 5 ACTIVITY Designing and Constructing A Load-Bearing Structure Junior Engineering Technical Society. 1989. Engineering science in the classroom. Science and Children 26 (8): 20–23. Kajander, A. E. 1999. Creating opportunities for children to think mathematically.
Assessment Suggestions for specific ways to assess student understanding are provided in parentheses. 1. Were students actively involved in building and analyzing the design of free-standing paper towers? ) 2. Were students able to recognize geometric shapes in their tower designs? ) 3. Were students able to measure accurately? ) ACTIVITIES LINKING SCIENCE WITH MATH, 5–8 45 4 ACTIVITY The Tower Challenge 4. Were students able to explain similarities and differences between real towers and their own paper towers?
Only marginally involved with tower design, construction, and analysis Appropriately and significantly involved in tower design, construction, and analysis Took a leadership role in tower design, construction, and analysis Were students able to recognize geometric shapes in their tower designs? Unsuccessfully attempted to identify geometric shapes in their tower designs Recognized several geometric shapes in their tower designs Recognized geometric shapes and could explain their impact on tower design Were students able to measure accurately?