This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design.
The "Geometric Supposer" encourages a belief in a better tomorrow for schools. On its surface, the "Geometric Supposer" provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

"The authors show a remarkable talent for embedding important and substantive mathematics in charming, yet authentic tasks." -Mark J. Driscoll, Codirector Center for Leadership and Learning Communities, Education Development Center "These tasks require students to problem solve and use critical thinking skills as they develop possible solution strategies. They add a level of fun, interest, and challenge to the mathematics curriculum." -Melanie Nichols, Dean of Academic Affairs Arkansas School for Mathematics, Sciences, and the Arts, Hot Springs, AR Engaging, easy-to-use assessments that inform instruction and learning! If you'd like to improve mathematics instruction and boost student achievement, this book is for you! Tasks and Rubrics for Balanced Mathematics Assessment in Primary and Elementary Grades helps teachers collect accurate formative data about students' strengths and weaknesses and increase mathematical understandings for all learners. Developed by the Balanced Assessment in Mathematics Program at the Harvard Graduate School of Education, this comprehensive collection features research-based mathematical tasks that appeal to students and connect to their daily lives while generating invaluable information for educators. Using assessments linked to NCTM standards and carefully crafted rubrics that cover all elementary grade levels and mathematics topics, teachers can: Analyze the learning components of each task and show individual levels of success Adjust instructional strategies for an entire class or target individual learning needs Maintain a focus on accessibility and equity for all students Develop and refine students' mathematical thinking skills and prepare students for high-stakes tests This resource provides powerful tools for delivering meaningful instruction, building students' confidence, and significantly increasing their skills and performance in mathematics!

"The authors show a remarkable talent for embedding important and substantive mathematics in charming, yet authentic tasks." -Mark J. Driscoll, Codirector Center for Leadership and Learning Communities, Education Development Center "These tasks require students to problem solve and use critical thinking skills as they develop possible solution strategies. They add a level of fun, interest, and challenge to the mathematics curriculum." -Melanie Nichols, Dean of Academic Affairs Arkansas School for Mathematics, Sciences, and the Arts, Hot Springs, AR Engaging, easy-to-use assessments that inform instruction and learning! If you'd like to improve mathematics instruction and boost student achievement, this book is for you! Tasks and Rubrics for Balanced Mathematics Assessment in Primary and Elementary Grades helps teachers collect accurate formative data about students' strengths and weaknesses and increase mathematical understandings for all learners. Developed by the Balanced Assessment in Mathematics Program at the Harvard Graduate School of Education, this comprehensive collection features research-based mathematical tasks that appeal to students and connect to their daily lives while generating invaluable information for educators. Using assessments linked to NCTM standards and carefully crafted rubrics that cover all elementary grade levels and mathematics topics, teachers can: Analyze the learning components of each task and show individual levels of success Adjust instructional strategies for an entire class or target individual learning needs Maintain a focus on accessibility and equity for all students Develop and refine students' mathematical thinking skills and prepare students for high-stakes tests This resource provides powerful tools for delivering meaningful instruction, building students' confidence, and significantly increasing their skills and performance in mathematics!

As American students confront the multiple challenges of standardized tests, international comparisons, and drop-out pressures, educators and policy makers are seeking bold new teaching approaches with increasing urgency. One such approach--the introduction of innovative computer technologies into the classroom--has met with enthusiasm among students and instructors alike. Software Goes to School brings together leading experts to offer an in-depth examination of how computer technology can play an invaluable part in educational efforts through its unique capacities to support the development of students' understanding of difficult concepts. Focusing on three broad themes--the nature of understanding, the potential of technology in the classroom, and the transformation of educational theory into practice--the contributors discuss a wealth of subjects central to any efforts that intend to improve our schools. Topics range from the difficulties students encounter when learning new ideas (especially in science and mathematics), to how the right software allows for hands-on manipulation of abstract concepts, to the social realities of the educational environment. Lively and engaging, the book is must reading for students, researchers, and professionals in educational psychology, developmental psychology, software design, and for others who hope to see new technologies have a positive impact on our schools.

Declining test scores, burgeoning drop-out rates, poor showings in international comparisons-the malaise of public education seems to grow everyday. In this context, technology has emerged as one of the hopes of a renewed educational enterprise. Yet modern information-processing technologies have proved far from a panacea for the ills of education. Software Goes to School describes why that is the case in its consideration of three broad themes. The first part of the book addresses the question of what it means to understand. What constitutes understanding something? What are our principle resources in teaching for understanding? The second part of the book focuses front and centre on what technology can offer in teaching for understanding. Individual chapters examine how technologies afford new ways of representing complex concepts and make available new means by which students can manipulate abstract entities in a "hands-on" way. The last part of the book discusses the complexities of realistic educational settings, explores what happens when technology-based innovations are introduced, and examines the means by which a pedagogy of understanding can take root and thrive. Authored by an eminent group of researchers, this book offers numerous practical guidelines on how computers and software can work together for the betterment of the teaching process. Students and professionals in educational psychology, developmental psychology, and educational computing-as well as concerned parents-will want to read this stimulating new work.