Charles BenderStaff Developer and creator of "Math-Kitecture" New York City Board of Education Office of Instructional Technology 131 Livingston Street #416 Brooklyn, NY 11231 USA
Dr. Margolin tapped Dan Fenner to initiate the project. Mr. Fenner is the technology staff developer at PS 88. In an e-mail to the Math-Kitecture site, he wrote "My principal (Dr. Ellen Margolin) attended your workshop on Math-Kitecture when we were at Fordham and she loved it. We've started it at our school (P. S. 88) and it is as good as it looked. We have a couple of 4th grade classes and a couple of 5th grade classes working on it. We're starting small in order to work out the bugs. Mostly, we're following the notes posted at the [Office of Instructional Technology] site. We intend to have as many students as possible make their floor plans on the computer using Claris/AppleWorks, and one of the teachers involved is interested in a CAD program. We'll send you some of the projects when we've completed them. I'd also like to send you some notes on our procedure and our progress. Maybe you have some other ideas to help us along." When his students completed their first CAD (computer-aided design) floor plans, Mr. Fenner submitted them as email attachments to the web site's student gallery.
- Students estimated the classroom measurements during lunchtime time.
- One student made a ClarisWorks spreadsheet of students' predictions of lengths and widths.
- Pairs of students measured the classroom during lunch time
using a tape measure. They measured windows, doors, computers,
teachers desk, closets, radiators, black board, etc. (
**Figure 1**). - Another student made a spreadsheet of the actual measurements. Copies of both spreadsheets were distributed to all the students.
- Class 4-227 made a scale drawing of the room on large graph
paper [1"=1' scale.] They used it as a model (
**Figure 2**). - In the computer lab, individual students used AppleWorks 6 to make a CAD floor plan of the classroom (class 4-227 worked in pairs). Mr. Fenner demonstrated what to do using Mac Manager software.
- Using Apple Airport file sharing technology, the students' AppleWorks files were transferred onto Macintosh I-Books. Each student received his or her own I-Book on which to work.
- While working in AppleWorks, the students used the grid lines
and rulers built into the program to draw and measure the different
elements and position them correctly (
**Figure 3**). - When the floor plans were completed, with dimension lines
and key/scale included, they were e-mailed as attachments to
the web site (
**Figure 4**).
When asked which of the steps proved especially difficult for the children, Mr. Fenner said that the students had the most difficulty with converting to scale, that is, knowing how big to draw a line on the computer. He said the children should work in pairs, so they can verify the correctness of the measurements. The whole project took about five weeks to complete, with students working on it at lest twice a week during 45-minute pull-out sessions.
ArKIDecture The Role of Aesthetics in the Construction of Mathematical Knowledge by Children ABOUT
THE AUTHOR
is a staff developer for the New York City Board of Education,
Office of Instructional Technology. He specializes in integrating
technology into the mathematics curriculum.Charles Bender
Copyright ©2001 Kim Williams top of
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