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WEEK 1 

Part 1: Current and Future Professional Goals

Current Goals: My goal to finish out the year 2024 is to graduate in December with my Masters of Arts in Curriculum & Instruction - Mathematics from Southeastern Oklahoma State University. My journey through this master's program has reignited my love of teaching mathematics in post pandemic education.

Future Goals: I would eventually love to be a mathematics coach or mathematics curriculum director in a school district in Southeast Oklahoma. I also believe that teaching in post-secondary education in a teacher degree program would enable me to reach heights that would ensure my goal overarching goal of being a lifelong learner.

Part 2: ISTE Standards Embedded in Oklahoma Academic Standards Learning Activity

ISTE Standards

1.4.a Design Process: Students know and use a deliberative design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.b. Design Constraints: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

Oklahoma Academic Standards - Mathematics 

PA.A.2.4: Predict the effect on the graph of a linear function when the slope or y-intercept changes. Use appropriate tools to examine these effects.

PC.CS.1.1: Model real-world situations which involve conic sections.

Learning Activity

Anticipatory Activity: Students will use Desmos graphing calculator function online from  https://www.desmos.com/calculator to create a design using linear equations.

Students will create the design on regular graphing paper and then calculate the equations of the design created using linear equations for transference to Desmos. This activity will familiarize or reacquaint students with the site and how to navigate and implement their design into an online platform.

Current Lesson Activity: Students will use Desmos graphing calculator function to create a design using conic sections.

Students will create the design on regular graphing paper and then calculate the equations of the conic sections for transference to Desmos. This activity will incorporate design into a technological component.

Students will copy their design into Google Slides via Google Classroom to share with classmates in presentation via SmartBoard.

Sample:

Part 3: Connection to Kolb's Triple E Framework for Technology Integration

Engagement: Eliciting Prior Knowledge - Pre-calculus students will review both graphing linear equations and using Desmos from Pre-Algebra through Algebra II and using online graphing calculator from Desmos.

Enhancement: Visual Representations of Learning - Students will exhibit understanding of creating shapes to build designs via both prior knowledge and current knowledge by connecting the past to current study of conic sections.

Extension: Engage Students in Authentic Discourse with Others - Students will present their designs from a Google Slides presentation for whole class viewing on the classroom SmartBoard. Students will discuss the equations used and inspiration for designs. Students will reflect upon the experience in Interactive Notebooks/Journaling.

References

Desmos. (2024). Desmos Graphing Calculator. Desmos. https://www.desmos.com/calculator

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International Society for Technology in Education. (2024). ISTE standards: For students. ISTE; International Society for Technology in education. https://iste.org/standards/students

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Oklahoma Academic Standards | Oklahoma State Department of Education. (2017). Ok.gov. https://sde.ok.gov/oklahoma-academic-standards