Exam II ~ Math 303

Take-Home

This is a take-home exam. It is open notes, open book, and online. You will have one week to complete the exam (due date is December 9). This exam is open notes and open book, but not "open discussion." You should not collaborate with classmates on the questions, mathematics, answers, etc. You may ask Dr. Olsen questions.

Your Final Product

You will "submit" a web page that has links to pages or documents showing your answers.--see details below. All the documents (html, GSP, Word) should be saved on you ECOM account. I strongly encourage you to make a subdirectory inside your http subdirectory to house all your documents. When you have completed your exam, e-mail the URL to jr-olsen@wiu.edu. The web page should include:

• a link to Word document (or web page) with your policy statement to #1.
• a link to Word document (or web page) with your summary to #2.
• a link to Word document (or web page) which is your answers to the questions from the GSP investigation (#3).
• a link to GSP sketch you created #3.
• a link to Word document (or web page) which is your summary statistics and graphs from the calculator for #4.

Questions

1. Develop a philosophy of the balance between, and importance of, mental math calculations, paper-and-pencil calculations, and using technology. Include:
   • Why mental math and paper-and-pencil calculations are important in the 21st Century (with the prevalence of calculators in society today) and in the mathematics classroom.
   • How you plan to make sure that your students can still do mental math and paper-and-pencil calculations.
   • Your policy on how and when calculators may be used in the course.

   Select a high school mathematics course (such as Algebra II, Pre Calculus, etc.). For the course you chose write a one-page policy statement on mental math calculations, paper-and-pencil calculations, and using technology. This is written for the students (and parents).

2. Read pages vii and viii in our textbook (2-page introduction) and the article (distributed in class) "Dynamic Geometry Software: Research Results and Effective Classroom Practice," (pages 125-126 from the book Using Technology for Problem Solving in Middle and High School Mathematics, by Kenneth P. Goldberg (2007).
   • Summarize three reasons why dynamic geometry software (e.g., Geometer's Sketchpad) should be used in schools to help students understand mathematics. Include, for each, a specific example of a mathematical concept that could be taught better using a dynamic geometry software program.
   • List one question regarding the use of a dynamic geometry software program which still has not been answered completely by research.
3. From our textbook do The Geometric Mean investigation on pages 172-173. Type up your answers to Q1, Q2, Q3, Q4, and Explore More 1 and Explore More 2. [Explore More #3 is optional and worth 4 points of extra credit.] Save the GSP file.
4. Click here to get a file of data. The data gives test scores for graduating seniors in 2007 and 2008. Use the TI-Connect cable (and TI-Connect software) to transfer the data to your calculator. Find statistics from your calculator. Prepare a report comparing the two classes. For each:
   • Give the 5-number summary (low, Q1, Median, Q3, high)
   • Plot a box and whisker plot
   • Histogram.
   • Find the mean and (population) standard deviation of the class.