2004 FPG Summer Project #00124

Last Modified: Mar 24, 2004

Name	College	Department or Division
Lucia M. Kisiel	Phoenix College	Mathematics
Employee ID	E-mail Address	Work Phone
xxxxxxxx	lucia.kisiel@pcmail.maricopa.edu	(602) 285-7786
Project
Title		Location
AMATYC (American Mathematical Association of Two-Year Colleges) Summer Institute		Duck, North Carolina
Group Application
Applicant	College	Department
David Dudley	Phoenix College	Mathematics

Project Dates and Amounts
	Summer I view timeline details	Summer II view timeline details
Timeline Dates	Jun 14 - Jun 18, 2004	(none)
Hours	28	0
Wages	$622.44	$0.00
Registration Fees	225.00	0.00
Subtotals	$847.44	$0.00
Total Proposal Amount		$847.44

Details
Abstract Write a concise overview with descriptive information about your project (location, time span, etc.) not to exceed 120 words. To take advantage of spelling and word count tools, you can compose this in a blank Word document, copy the text, and paste it in below (all formatting will be reset to normal text).
We will be spending a week at the AMATYC Outer Banks Summer Institute held at the Army Field Research Facility in Duck, North Carolina. We will examine beginning and intermediate algebra curriculum using a function approach and develop mathematical concepts in the context of real-world situations. We will learn how to use the Texas Instruments CBL 2, TI-83 plus graphing calculator and the TI Navigator to collect and analyze data and consequently explore techniques for aiding students in making connections between the traditional algebraic topics and functions in the real world. Our discussion of problems and approaches will be led by Ed Laughbaum from Ohio State University, Debbie Crocker from Appalachian State University and Marlena Herman from Rowen University.
Purpose Explain your purpose in depth and include relevancy and components of the project. Include a statement of goals and objectives. This is what you want to do and why.
The purpose of this summer project is to attend the AMATYC Outer Banks Summer Institute and learn how to apply a function approach to teaching beginning and intermediate algebra. By learning the function approach to teaching algebra we hope to learn new ways to present traditional algebraic topics to students who may not have been successful the first time they took algebra whether in high school or at the community college level. We will learn how to use functions and function behaviors to teach such topics as factoring, equation solving, arithmetic operations on polynomials, systems of equations, properties of inequalities, the concept of asymptotic behavior, law of exponents, etc. We also plan to use the function approach in the context of real world situations and learn how to apply the Texas Instruments CBL2 and Navigator technology. When we return from the institute we hope to apply these techniques in the classroom and to share them with fellow faculty members. By learning new approaches we can better meet the needs of the diverse student population taking beginning and intermediate algebra on our campuses.
Professional Growth Your own professional growth is a large part of your project. Your professional growth is important to you, your students, and possibly other colleagues. How will this project affect you professionally? What skills will you learn? What environment will you be working in, and how will it influence your teaching or other responsibilities?
From a professional development standpoint we will learn a new approach to teaching topics we have all taught many times in the past. This institute will teach us new ideas and skills that we will be able to apply directly in our classrooms and share with our fellow math faculty. We will also obtain specific skill and knowledge related to the Texas Instruments CBL2, TI83 graphing calculator and Navigator technology that we should also be able to apply in the classroom and share with fellow math faculty. Additionally, we hope to gain some new insights into applying mathematical ideas to real world situations. Both the American Mathematical Association of Two-Year Colleges and the National Council of Teachers of Mathematics call for instructors to increase the utilization of the ever expanding available technology in their classes, increase the emphasis on viewing mathematical concepts from a function approach and include the relevancy of the mathematics taught in the context of real-world applications. This summer AMATYC institute will incorporate all three of these directives. In addition, we will be fortunate to work with faculty members from around the country in a collegial environment developing and shareing ideas..
Benefits
Select the primary area of benefit:	Benefits for students
What benefit is this project to the group checked above? What new information, ideas, attitudes, skills, appreciation, etc. will you bring back?
Although we will share the knowledge we acquire in using the hardare and software with faculty in our department during our monthly share sessions the greatest benefit of attending and working at this institute will be for our students. By concentrating on the developmental algebra classes, which constitute the bulk of classes taught on our campuses, we will have the potential to impact a large number of students. By having students actually use CBL's to collect data, this hardware is currently available in the mathematics department, they will witness the connection of mathematics from numeric to graphic to symbolic via real world situations. This in conjunction with a function based appraoch will hopefully foster a greater understanding of math topics in particular for students that have struggled with a traditional approach to mathematics teaching.