Google Docs 1

For mathematics Google Docs is a great improvement from Word as they made a few simple changes that Word never did.  To edit and insert equations into a Word document previous to 2007 was a tedious task and often school computers did not have the equation 3.0 loaded on it.  In Google Docs once you insert an equation the tools stay visible on the toolbar allowing for easy editing and additions.  There is a peculiarity when typing equations of the cursor staying next to the equal sign in and then the text is inserted at the end of the line of text.  It's just odd that the cursor does not follow the text at the end of the line and did create a learning curve for myself.  Having never used Google Docs before I found it very easy to use as it resembled Word.  I was unable to find any formatting for columns.  If you know how to split a page into two columns on Google Docs please let me know.

Assignment 1: Trigonometric Match Maker Assignment

For the first Google Docs assignment students will use the document and equation writing features to prove trigonometric expressions are equivalent.  Each student in the class will be given a different trigonometric expression assigned in Google Docs.  There will be pairs of expressions which look different but are mathematically equivalent randomly placed in the document.  Students will each simplify their expression on the common document and then find who has the expression equivalent to theirs.  If they find a mistake in another students work they should comment on it, provide a suggestion, (not solve or fix it) and leave their name so the student can fix the mistake.  It is mandatory they use the equation toolbar to edit and simplify the expressions NOT the characters from the keyboard.

Assignment 2: Solving Systems of Two and Three Variables



I believe assignments using Google Docs should make students rely on each other, creating one holistic learning environment.  Students need to not just work independently of each other, they should view the classroom as a learning community where it is each student's job to ensure fellow classmates participate and contribute to the learning process and environment.  The second assignment for Google Docs will be a long term chapter project on systems of equations, incorporating the jigsaw method and small learning communities.  Students will be divided into groups according to ability level, each group will be assigned a different method of solving systems to master.  In each group there will be specific tasks with a person in charge, again assigned according to skill ability, i.e. Analyzer, Solver, Reporter, Slide Master etc.  The reporters job will be to use Google Docs to report on how they are solving the equations, and make notes outlining the procedure.  As groups add to the online document it will be up to them to organize the information into the correct order for a full scale presentation of all groups.  Once organized each group will begin creating slides for their section of the presentation, and then compile them into one sideshow of all methods.  The final capstone to the project will be each group presenting/teaching their lesson and method to the class.

Web 2.0

After searching for a bit I found a tool I could use in class on a regular basis.  GeoGebra is very similar to Geometer's Sketchpad in the same way that Google Docs is similar to Word.  The commands and menus are basically the same but instead of paying $30 for a student edition it can be used on-line at any time from any computer or be downloaded for free for off-line use.  No longer would geometry teachers have to worry about having enough protractors etc., if there are enough coumputers.  Students can also save their constructions to the desktop or as a dynamic worksheet/webpage. 

Example of Student Project using GeoGebra

Students would be required to use this page to analyze how linear functions change when changing the x and y value of a given point. (a problem will be that the algebra view shows the form Ax + By = C not y=mx+b).  Students will change the graph and describe the changes they see in the function.  A worksheet and classroom discussion would guide them through the process with guided questions but they would be required to write all their descriptions in text boxes directly into the dynamic worksheet as they work.  Students would be required to save their work as a dynamic worksheet and then post it to the class webpage and be required to comment on the work of 3 other students as to correctness etc.

GeoGebra

I found ProProfs to be easy to use overall for quiz making in general. However, for the subject of mathematics it had some downfalls. There was only the ability to create very simple equations, this was more than other quiz making sites offered. Most sites only alowed for text, ProProfs did have a tab for super and subscript allowing for questions with exponents or functions. The superscript option was only avaliable for the question however, and could not be used when writing the answers out. This is why the answers had to use the ^ symbol to indicate exponents. Students use ^ on the OGT calculators so they are use to seeing it but it creates a less professional looking quiz. Writing equations was time consuming and I would probably use this tool when making quizes about concepts, vocabulary, etc. I think it would be very difficult for students to use this to create a quiz with problems in it, especially if they are use to using equation editor. I would like to see students creating quizes with conceptual understanding questions such as the question in my quiz asking what the reason is for 9^0=1. Students would take each others quizes and then have to read through the answers for homework. The next day in class the student who made the quiz would help the students who answered the question incorrectly.

Rules of Exponents » online test

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