What is The Expert Mathematician™?


The Expert Math­e­mati­cian (TEM) Instruc­tional Sys­tem is an inno­v­a­tive technology-mediated mid­dle school math­e­mat­ics cur­ricu­lum. TEM sug­gests a pleas­ant irony—that learn­ing math­e­mat­ics inte­grated with a pow­er­ful pro­gram­ming tool is actu­ally eas­ier and more engag­ing because it gives stu­dents infi­nite con­trol of the math­e­mat­i­cal logic. Fur­ther, informed by evi­dence based instruc­tional design research, TEM pro­vides a strong ped­a­gog­i­cal frame­work for devel­op­ing the mid­dle school math­e­mat­ics cur­ricu­lum, mak­ing excel­lent use of com­puter tech­nol­ogy in Standards-based math­e­mat­ics instruc­tion. TEM is cus­tom designed to max­i­mize stu­dents’ invest­ment in study­ing math while opti­miz­ing peer learn­ing, and sup­port­ing facil­i­ta­tive teach­ing. Instruc­tional mate­ri­als pro­vide 2 or more years of gen­eral math­e­mat­ics, pre­al­ge­bra and alge­bra I con­cep­tual and com­pu­ta­tional con­tent. Research shows that TEM lessons can engage stu­dents and increase achieve­ment for main­stream and at-risk stu­dents, as well as increase pos­i­tive atti­tudes about learn­ing mathematics.


Uses of TEM include:


  • Stand-alone math­e­mat­ics foun­da­tion build­ing cur­ricu­lum for at-risk students.
  • Core dynamic math­e­mat­ics frame­work for con­struc­tivist problem-based math­e­mat­ics program.
  • Can be used as technology-math com­ple­ment to direct instruc­tion curriculum.
  • After school tutorial.
  • Stim­u­lat­ing inter­ven­tion for high poten­tial ele­men­tary school students.
  • Excel­lent intro­duc­tion to real “key­stroke” com­puter pro­gram­ming with mathematics.

EngageImprovePro­vide
Engage stu­dents whether or not they’ve been pre­vi­ously suc­cess­ful in math in an affec­tively pos­i­tive and suc­cess­ful expe­ri­ence with math­e­mat­ics at this cru­cial tran­si­tional time prior to high school.
  • fill in gaps in con­cepts and skills
  • gain con­fi­dence in math­e­mat­i­cal prob­lem solving
Improve student’s crit­i­cal think­ing, prob­lem solv­ing and team col­lab­o­ra­tion skills. Part of instruc­tion is to assure that stu­dents under­stand how their class­room prac­tice pro­vides excel­lent rehearsal for work­place activ­i­ties.
  • dis­cus­sion guide­lines empha­size spe­cific skills sup­ported by research evi­dence show­ing pos­i­tive out­comes and work­place expectations.
Pro­vide an engag­ing and sound intro­duc­tion to com­puter pro­gram­ming with math­e­mat­i­cal tech­nol­ogy as experts use it in real work. Three main goals of The Expert Math­e­mati­cian are:
Engage student’s whether or not they’ve been pre­vi­ously suc­cess­ful in math in an affec­tively pos­i­tive and suc­cess­ful expe­ri­ence with math­e­mat­ics at this cru­cial tran­si­tional time prior to high school.
  • fill in gaps in con­cepts and skills
  • gain con­fi­dence in math­e­mat­i­cal prob­lem solving
Improve stu­dents’ crit­i­cal think­ing, prob­lem solv­ing and team col­lab­o­ra­tion skills. Part of instruc­tion is to assure that stu­dents under­stand how their class­room prac­tice directly aligns with work­place activ­i­ties.
  • dis­cus­sion guide­lines empha­size spe­cific skills sup­ported by research evi­dence show­ing pos­i­tive out­comes and work­place expectations.
Pro­vide an engag­ing and sound intro­duc­tion to com­puter pro­gram­ming with math­e­mat­i­cal tech­nol­ogy as experts use it in real work.
The third goal also helps meet a num­ber of edu­ca­tional tech­nol­ogy stan­dards for stu­dents and teach­ers as sug­gested by ISTE, 2013. Teach­ers will see these goals come to life in our hands-on instruc­tional format.


A bonus fea­ture of TEM’s coop­er­a­tively struc­tured prescriptive-generativeTM media is the insights it intro­duces regard­ing cog­ni­tive and social processes cru­cial to learn­ing inde­pen­dently and in peer col­lab­o­ra­tion. Increases on stan­dard­ized tests can be expected. This is far more than a skill-drill pro­gram. TEM is a devel­op­men­tal learn­ing sys­tem that hon­ors stu­dents’ needs for a com­pre­hen­sive expe­ri­ence gen­er­at­ing, edit­ing, oper­at­ing, anno­tat­ing, dis­cussing real math­e­mat­i­cal prod­ucts that are student-built on a daily basis using a com­puter, and learn­ing coop­er­a­tively with peers.

The Expert Math­e­mati­cian Instruc­tional Sys­tem is an eco­nom­i­cal pro­gram, cus­tomized to give teach­ers and stu­dents unusual lever­age in over­com­ing bar­ri­ers to learn­ing math­e­mat­ics. It can enhance any mid­dle school math­e­mat­ics cur­ricu­lum. See other links.
TEM intro­duces a learner-centered, dynamic gen­er­a­tive learn­ing model to the mid­dle school math­e­mat­ics cur­ricu­lum. 196 40–120 minute con­struc­tivist lessons include hun­dreds of inter­ac­tive computer-mediated prob­lem solv­ing exer­cises that teach math­e­mat­i­cal con­cepts and develop com­pu­ta­tional skills. Stu­dents of diverse abil­ity lev­els and learn­ing styles have con­sis­tently shown their inter­est in the TEM pro­gram, and have achieved.

All con­struc­tivist pro­grams have at least one com­mon fea­ture: in vary­ing mea­sures they shift author­ity and respon­si­bil­ity for con­struct­ing new knowl­edge to the stu­dent. There are cog­ni­tive and affec­tive learn­ing ben­e­fits from this shift–if the media sup­ports it. Cog­ni­tively, stu­dents are able to hold instruc­tional con­tent in short-term mem­ory longer when they directly con­trol media. This is cru­cial to fit­ting together and build­ing links between new infor­ma­tion and prior knowl­edge. Teacher-directed pac­ing, on the other hand, can frus­trate stu­dents’ abil­ity to linger with a con­cept long enough to grasp it. While core sub­ject mat­ter is pre­scribed, TEM is designed to give stu­dents needed con­trol over work­ing with new concepts.