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Aligned with NCTM Standards, this brief book helps teachers in elementary, middle, and high schools to become better acquainted with some of the resource materials and information available on the Internet for teaching mathematics.
Chapter 1 Using the Internet
Chapter 2 Learning Mathematics with the Internet
Chapter 3 Links to Mathematics Teaching Resources
Chapter 4 Links to Professional Development Resources
Appendix A Electronic Journals
Appendix B The Internet Language
All websites described in this book have been carefully reviewed to ensure that they are useful and of sufficient quality. The sites were functional at the time of writing; however, it is impossible to guarantee that the sites will remain functional over time.
Chapter 1 is intended to help you become Internet literate. It describes briefly what the Internet is and how to access information found on it. A short tutorial is included to help you learn how to use Yahoo!, a search directory, to search for mathematics education sites. A list of Internet tutorial sites is also provided. The sites are useful for learning how to surf the Net.
Chapter 2 is the heart of this book. It provides substantial guidance on the learning of mathematics through a discussion of teaching scenarios that involve the Internet. It discusses issues with past mathematics instructional practices and provides a view of teaching mathematics for the twenty-first century that is based on the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics. The chapter discusses in some detail how the Internet can be used to support the learning of mathematics. That discussion helps to clarify how to use the Internet as an instructionaltool in ways that reflect current reform in teaching mathematics.
Chapter 3 is the main website directory of this book. It lists a wealth of websites containing resources that are consistent with the NCTM Principles and Standards. Student and practicing teachers will find these resources useful for teaching mathematics.
The sites listed in Chapter 3 are organized into six categories that directly concern the daily teaching needs of teachers. The categories are:
Each site listing includes a description and a profile consisting of eight components: intended audience, grade level, curricular fit, type of resources, authorship of site, navigation, visual appeal, and interactive activity.
Chapter 4 is also a directory chapter. It is devoted to websites that concern the professional development needs of teachers. These sites are organized into six categories:
Descriptions are provided for professional development sites, but profiles are not included.
Appendix A is an annotated list of electronic journals that pertain to teaching mathematics. Appendix B is a glossary of terms associated with the Internet.
A sincere thanks to Scott Wellman, Faculty of Education, University of Manitoba, for the technical assistance that he has provided. A sincere thanks to John Anchan, Faculty of Education, University of Winnipeg, for his helpful advice. Thanks also to the reviewers of the manuscript for their insights and comments: David Reid, Acadia University; Anne L. Madsen, University of New Mexico; Anna O. Graeber, University of Maryland; Jay Graening, University of Kansas; Dennis Showers, SUNY at Geneseo; and Steven W Ziebarth, Western Michigan University.
Jerry A. Ameis, Ph. D.
Jazlin V. Ebenezer, Ed. D.