## Review Overview

##### A. Instruction - 5.4

##### B. Design - 7.8

##### C. Engagement - 7

### 6.7

#### Minds of Modern Mathematics: An App for Math

**Summary : ** The History of Mathematics is Only a Tap Away

Minds of Modern Mathematics is a comprehensive timeline that traces the development of mathematics from the year 1000 to the present. Users can scroll the timeline with their fingers while viewing significant historical mathematical including events, findings/discoveries, artifacts, and individuals. When users identify an entry of interest, they can tap it to see an enlarge view of it and access additional information about it. The additional information varies in that some information is limited to the text housed in the app while other entries (mostly biographies of mathematicians) link to external websites.

### Instructional Ideas

- After learning a mathematical principle, teachers can have students research that principle and trace it back to the mathematician credited with its discovery. Next, students can plot that principle on the timeline. After it is plotted on the timeline, teachers can discuss how that mathematical principle impacted or catalyzed discoveries that followed it.
- As part of a research assignment, students can be assigned a year, decade, or century to research. Students can use this app to identify significant events, artifacts, and individuals of that time period. Students can then compose a report using an Office app that argues the importance of the time period they were assigned. Example topics to include in their report are: (1) An explanation of how mathematics was advanced during that time period, (2) The legacy of that time period, and (3) that time period’s prominent mathematicians. Students can post their writing to a class website and they can present their research using the PopBoardz app.
- To create a debate activity, teachers can divide their class into small groups and have each group select what they think are the top three decades or centuries. For each decade or century selected, the group will have to compose a rationale that justifies their selection. The rationales can be based in the advancements of math, the mathematicians who worked during that time period, and how the advancements of that time period supported the work of future mathematicians among others. When ready, teachers can begin a class debate where groups of students present their rationales for the time period they selected and the other groups can rebuttal by stating why they agree or disagree with the presented rationale as compared to their rankings.

A1. Rigor | |

A2. 21st Century Skills | |

A3. Conn. to Future Learning | |

A4. Value of Errors | |

A5. Feedback to Teacher | |

A6. Level of Material | |

A7. Cooperative Learning | |

A8. Accom. of Individual Diff. |

B1. Ability to Save Progress | |

B2. Platform Integration | |

B3. Screen Design | |

B4. Ease of Use | |

B5. Navigation | |

B6. Goal Orientation | |

B7. Information Presentation | |

B8. Media Integration | |

B9. Cultural Sensitivity |

C1. Learner Control | |

C2. Interactivity | |

C3. Pace | |

C4. Flexibility | |

C5. Interest | |

C6. Aesthetics | |

C7. Utility |