**(1) Archived
Online Chat for "Where's the 'T' in STEM?"** by Sean Cavanagh
and Andrew Trotter

**Source:*** Education Week*

**URL:** http://www.edweek.org/chat/transcript_04_09_08.html

*Education Week* hosted its second live online chat based on the
report*, Technology Counts 2008* (see __www.edweek.org/go/tc08__
) last Wednesday. The topic was "Where are the 'T' and 'E' in STEM?" A
transcript of the chat is now available at http://www.edweek.org/chat/transcript_04_09_08.html
(Visit http://www.edweek.org/chat/transcript_04_02_08.html
to view the transcript for the online chat entitled, "STEM: The Push to
Improve Science, Technology, Engineering, and Mathematics Education.")

**_____________________**

**(2)
EduTopia--Technology Integration**

**Source: **GLEF (George Lucas Educational
Foundation)

**URL**: http://www.edutopia.org/

Director George Lucas writes, "Traditional education can be
extremely isolating--the curriculum is often abstract and not relevant
to real life, teachers and students don't usually connect with
resources and experts outside of the classroom, and many schools operate
as if they were separate from their communities.

"Project learning, student teams working cooperatively,
children connecting with passionate experts, and broader forms of
assessment can dramatically improve student learning. New digital
multimedia and telecommunications can support these practices and
engage our students. And well-prepared educators are critical.

Our Foundation [(George Lucas Educational Foundation--GLEF)]
documents and disseminates the most exciting classrooms where these
innovations are taking place. By shining the spotlight on these
inspiring teachers and students, we hope others will consider how their
work can promote change in their own schools.

"Our Foundation staff is eager to know about your work in
improving schools and what you think of our site. We encourage you to
share your ideas on *Edutopia.org* by contributing to the
comments field at the bottom of any content page, or email your
comments to feedback@glef.org"

Visit http://www.edutopia.org/
to learn more about the foundation, its mission, and its products. The
Technology Integration page (http://www.edutopia.org/tech-integration)
include articles and videos on the following topics:

ESSENTIALS: The why, what, and how of effective technology use

• Topic Focus: Why Integrate Technology into the Curriculum?

• Adopt and Adapt: Shaping Tech for the Classroom

• Synching Up with the iKid: Connecting to the Twenty-First-Century
Student

• Technology Integration Instructional Modules: How To Integrate
Technology into the Curriculum

**_____________________**

**(3)
GeoGebra--Free Software**

**URL:** http://www.geogebra.org

Markus Hohenwarter, a native of Austria, created the open
source mathematics software called GeoGebra in an attempt to join
dynamic geometry, algebra, and calculus. He writes, "On the one hand,
GeoGebra is a dynamic geometry system. You can do constructions with
points, vectors, segments, lines, conic sections as well as functions
and change them dynamically afterwards. On the other hand, equations
and coordinates can be entered directly. Thus, GeoGebra has the ability
to deal with variables for numbers, vectors and points, finds
derivatives and integrals of functions and offers commands like Root or
Extremum. Two views are characteristic of GeoGebra: an expression in
the algebra window corresponds to an object in the geometry window and
vice versa."

GeoGebra runs on all computer platforms and is available for
free download from http://www.geogebra.org/cms/index.php?option=com_content&task=blogcategory&id=70&Itemid=57

_______________________________

**(4) Picture
This: Explaining Science Through Drawings**

**Source**: National Science Foundation - 10
April 2008

**URL**: __http://www.nsf.gov/news/news_summ.jsp?cntn_id=111410&org=NSF&from=news__

If a picture is worth a thousand words, creating one can have
as much value to the illustrator as to the intended audience. This is
the case with "Picturing to Learn," a project in which college students
create pencil drawings to explain scientific concepts to a typical
high school student. The National Science Foundation (NSF), Division of
Undergraduate Education, provides support for this effort.

What sets this project apart is its emphasis on inviting
students to draw in order to explain scientific concepts to others. The
act of creating pencil drawings calls into play a different kind of
thought process that forces students to break down larger concepts into
their constitutive pieces. This helps clarify the underlying
science--from Brownian motion (the movement of particles suspended in a
liquid or gas and the impact of raising the temperature of the
liquid), to chemical bonding, to the quantum behavior of a particle in a
box. In the same assignment, students are asked to evaluate their own
drawings, which helps them identify and appreciate critical components.

"Visually explaining concepts can be a powerful learning
tool," says Felice Frankel, principal investigator at Harvard
University. "The other important part of this is that the teacher
immediately identifies student misconceptions."

The project brings together five institutions: Harvard, the
Massachusetts Institute of Technology (MIT), Duke University, Roxbury
Community College and the School of Visual Arts in New York City. The
students involved are undergraduates studying physics, chemistry and
biology.

Each drawing assignment asks students to explain a science
concept or process. For example, in addressing the question of how to
identify which of two compounds has the higher boiling point, students
are encouraged to be creative and to consider a variety of formats,
including cartoons and stick figures. Students are also told, "In your
drawing, strive for clarity in visually representing the concepts of
bond type and strength."

Many of the drawings bring scientific concepts to life in
interesting and unexpected ways. They also bring any misconceptions
immediately to light so that professors can address them with students.

"I've been surprised and very pleased about the enthusiasm and
excitement we've seen in some very renowned science professors," says
Rebecca Rosenberg, the project manager and a former secondary school
science teacher. "They could have pooh-poohed this idea, but instead,
they're seeing how it helps inform their teaching."

An eventual goal of the project is to expand it to students in
middle school, high school and graduate school. "This project promotes
widespread adoption of these methods through workshops and
publications," says Hal Richtol, NSF program manager. "Clearly it
offers a useful teaching tool to anyone teaching science at any level."

The students' work, and a description of the project, is
accessible at __http://www.picturingtolearn.org/__.

_________________________

**(5)
"Mathematics and Voting" is the Theme for Mathematics Awareness
Month--April 2008; Video Competition**

**Source: **Mathematical Association of America

**URL: **http://www.maa.org/news/032608mam.html
and http://www.mathaware.org/mam/08/

Mathematics Awareness Month (MAM), held each year in April, was
created to increase public understanding of and appreciation for
mathematics. It began in 1986, when President Reagan issued a
proclamation establishing National Mathematics Awareness Week.
Activities for Mathematics Awareness Month generally are organized on
local, state and regional levels by college and university departments,
institutional public information offices, student groups, and related
associations and interest groups.

MAM is sponsored by the Joint Policy Board for Mathematics
(JPBM), a collaborative effort of the American Mathematical Society
(AMS), the American Statistical Association (ASA), the Mathematical
Association of America (MAA), and the Society for Industrial and
Applied Mathematics (SIAM). The Board has selected "Mathematics and
Voting" as the theme for MAM 2008.

In a presidential election year, the term "voting" brings to
mind national elections. Voting is not just about electoral politics,
however; it's part of everyday life. In any situation in which
preferences are expressed--where to have dinner, how to raise money for
a charity, who makes the team, etc.--voting in some way occurs.
Surprisingly, different voting systems often yield different outcomes.

Resources for this year's Mathematics Awareness Month are
designed to help explain what makes these votes matter, as well as how
the voting system used affects the outcome, regardless of the context
of the voting. At __www.mathaware.org__, you can download these
articles and essays, as well as an 8.5 x 11" copy of the 2008 poster,
"What Makes My Vote Matter?"

Finally, the JPBM invites you to create a video using music,
humor, and other creative elements to express your feelings about the
connection between mathematics and voting. $500 will be awarded to the
producer of the top video. The winner will be announced June 1 on __www.mathaware.org__
and __www.amstat.org__ and acknowledged in *Amstat News* in
July.

Videos should be posted on YouTube at
www.youtube.com/group/mathaware by April 30. YouTube viewers can vote
for their favorite video once a day until the contest ends on May 15.
Each video can be up to three minutes in length.

Here are some videos others have made about mathematics and
statistics:

__http://www.youtube.com/watch?v=JS9GmU5hr5w__

__http://youtube.com/watch?v=xKMxtajvEcw__

__http://www.youtube.com/watch?v=UTby_e4-Rhg__

__http://www.youtube.com/watch?v=r-97jHx7NEI__

For more information, please visit http://www.mathaware.org