Core Math Tools
A Suite of Public Domain Software Tools
Supporting the CCSSM
Content Standards and Mathematical Practices
_________________________________________
Richard Delaware , University of Missouri – Kansas City
David Ewing, University of Central Missouri
Kansas City Regional Mathematics Technology EXPO
Kansas City, MO Oct. 5, 2012
Original Powerpoint provided by Christian Hirsch of
Western Michigan University
NCTM Core Tools Task Force
Christian Hirsch, Chair
Western Michigan University
Henry Kepner (Emeritus)
University of Wisconsin-Milwaukee
Fred Dillon
Strongsville High School, Strongsville, Ohio
Gary Martin
Auburn University
Patrick Hopfensperger
University of Wisconsin-Milwaukee
Rose Mary Zbiek
Pennsylvania State University
Brin Keller
Michigan State University
David Barnes
NCTM Liaison
Genesis of Core Math Tools
In spite of the considerable promise that computer
technology provides for the improvement of school
mathematics and student learning, the fulfillment of
that promise has been stymied by issues of finance,
access, and equity, among others.
Heid 1997, 2005
Reports from the Field
• Core-Plus Mathematics Users’ Survey
• MAA Curriculum Foundations Project
• Common Core State Standards Initiative
Common Core State Standards
for Mathematics
Mathematical Practice: Use appropriate tools strategically.
Mathematically proficient students consider the available tools
when solving a mathematical problem. These tools might
include pencil and paper, concrete models, a ruler, a
protractor, a calculator, a spreadsheet, a computer algebra
system, a statistical package, or dynamic geometry
software. Proficient students are sufficiently familiar with
tools appropriate for their grade or course to make sound
decisions about when each of these tools might be
helpful. . . .
Common Core State Standards for Mathematics 2010, p.
7
Translating the CCSSM into practice will require
“meaningful curriculum organizations that are
problem-based, informed by international models,
connected, consistent, coherent, and focused on
both content and mathematical practices. These
new models should exploit the capabilities of
emerging digital technologies … with due
attention to equity.”
Confrey & Krupa
A Summary Report from the Conference
“Curriculum Design, Development, and Implementation
in an Era of Common Core State Standards,” 2010
Access and Equity
• 95% of youth aged 14–17 are online
• 92% of families have a computer at home
• 93% of teens use a desktop or laptop
• 76% report having high-speed Internet access
Parent-Teen Cell Phone Survey, September 2009
Pew Internet & American Life Project
Algebra tools include an
electronic spreadsheet and
a computer algebra system
(CAS) that produces tables
and graphs of functions,
manipulates algebraic
expressions, and solves
equations and inequalities;
and custom apps
supporting mathematical
modeling.
Geometry tools include an
interactive drawing tool for
constructing, measuring,
manipulating, and
transforming geometric
figures, a simple objectoriented programming
language for creating
animation effects,
and custom apps for
exploring geometric
models of contextual
situations, physical
mechanisms,
tessellations, and special
shapes.
Statistics tools include
tools for graphic display
and analysis of univariate
and bivariate data,
simulation of probabilistic
situations
and mathematical
modeling of quantitative
relationships.
Spreadsheets allow easy
insert of class data or
data available from other
sources.
CMT includes
pre-loaded data sets for
developing key statistical
ideas.
MODELING AND STRATEGIC CMT USE
Optimal Refinery Location
Drilling teams from oil companies
search around the world for new
sites to place oil wells. Increasingly,
oil reserves are being discovered in
offshore waters.
The Gulf Oil Company has drilled
two high-capacity wells in the Gulf
of Mexico about 5 km and 9 km
from shore.
The company wants to build
a refinery to pipe oil from the
two wells to a single new
refinery on shore. Assume
the 20 km of shoreline is
nearly straight.
What are important
considerations in locating
the refinery?
Well #2
Well #1
9 km
5 km
A
20 km
Shoreline
What is your best estimate for the location of the refinery?
How did you decide on that location?
B
(CE)2+(ED')2=(CD')2=596
So CD'=24.41
• Core Math Tools is FREELY available at
www.nctm.org/coremathtools
• Core Math Tools is accompanied by user support
and resources at the NCTM website.
• Core Math Tools is designed for use with any
CCSSM-oriented high school textbook series.