Papers in PDF format

the project as contributors of student work, lesson plans, pictures, and audiotape and videotape of classroom
activities for building multimedia vignettes. The use of authentic classroom materials, such as written records of
student problem solutions or checklists of observed problem-solving behaviors, is intended to make INSTRUCT
both practical and useful for the continuing education and support of mathematics teaching.
Each sub-menu page will contain its own “Check for Understanding” form for the user to fill out and
submit to the training coordinators for assessment of the user’s mastery of the standard. Assignment of licensure
renewal credit will be based on successful responses to questions about the standards and on teacher reports about
their implementation of classroom activities intended to reflect the standards.
2. On-line Educational Resources -- Choosing this menu item links the user to a Web page of educational
resources currently available on the World Wide Web, each of which in turn links users to the desired Web site.
Sites are grouped by category, such as Geometry and Chaos, History of Mathematics, Lesson Planning, National
Agencies and Information Sources, Statistical Data Sources, and Technology Resources. Additionally, this page
provides direct links to the North Carolina Department of Public Instruction and K-12 Schools On-line.
3. Attend a meeting -- Choosing this menu item launches Netscape Chat©, connecting users to the Chat
server located at our university. Chat’s What You See Is What I See (WYSIWIS) characteristic allows meeting
participants to synchronously communicate with each other while viewing the same Web site. The WYSIWIS
feature is especially important because it allows training coordinators to conduct on-line meetings using Web
pages from INSTRUCT to facilitate the discussion.
As indicated above, trainees will be given assignments to carry out in their own math classes in order to
promote teacher active participation in and application of INSTRUCT training. An intentional by-product of
these assignments will be to encourage the need for sustained interaction and collaboration among participants
and coordinators. The meeting option would be particularly useful for INSTRUCT training coordinators to
provide additional training materials and commentary to users, for trainees who wish to meet with an INSTRUCT
training coordinator regarding their progress, or for users who wish to get together on-line to brainstorm about
classroom ideas and plans.
4. Join in a discussion -- This option connects users to a threaded discussion area where they can
asynchronously communicate with other INSTRUCT users at their own convenience. The format being described
here benefits teachers by allowing them the opportunity to be involved in more long-term discussions about issues
raised in the NCTM Standards, by facilitating the sharing of news and other items of interest between colleagues,
and by affording users continual access to previous communications via discussion histories.
5. Send a message -- This choice provides Internet mail access for making a meeting appointment or for
asking a question of a training coordinator.
Support
A long-term goal for INSTRUCT is that teachers would continue to use the program after completion of
the Standards training. The menu options for on-line resources, meetings and discussions provide users with
resources which can enrich classroom teaching on an ongoing basis while providing support for teacher change.
Further, an essential feature of Web pages is that they are extensible and easily modified. The developers envision
other training modules being added to INSTRUCT, so that it can grow and change to meet evolving teacher
licensure/training needs.
Reference
[NCTM 1991] National Council of Teachers of Mathematics (1991). Professional standards for teaching mathematics .
Reston, VA: NCTM.