he basic unit of an INTEC course is the activity. Each activity takes five hours, over one or two weeks. The first part of an activity consists of approximately one hour of reading or hands-on work with a simulation or instructional material. A second hour is devoted to reflection and composition and posting on the Web. A third hour is occupied by a site based face-to-face meeting at which a local discussion leader, using materials delivered through the Web, leads a discussion. At some face-to-face meetings participants use manipulatives, at others they work with software, or view videos like "Private Universe." The last two hours of the activity are devoted to reflecting on what was learned and interacting with other members of the virtual group who have done the same readings, simulations and face-to-face sessions. The discussion that follows was the first face-to-face session for one such group.

"What does it mean to factor a polynomial?" I asked.

The eight high school teachers seated around the seminar table had ready answers. "Factors are multipliers. When you multiply them, one gets the original back again." "Factoring is the reverse of multiplying."

This was a well trodden path. General chat brought a few examples of factoring methods and procedures to multiply polynomials. The group had received a package of manipulatives, colorful Multi-link Cubes, for use with this activity, and they were not excited by the prospect of algebra with "kid's toys."

The challenge in the first topic of the INTEC course is personal experience of inquiry. Finding inquiry in the pedagogical graveyard of algebraic polynomials was our task. This kick off meeting, held during an inservice day, held much expectation. Inquiry had many meanings for this group. Technology as a tool for inquiry was a prime interest. Tools such as Maple, Theorist, or Mathamatica offered the promise of technological inquiry that was attractive. These symbol rich powerhouses purported to teach algebra and symbol manipulation. But in using symbol manipulation packages, do educators presume an understanding of what they are trying to teach?

Is there a meaning beyond manipulation of symbols to polynomial factoring? With our "kids' toys" in hand we walked together straight into the graveyard of polynomial pedagogy.

TABLE OF CONTENTS:
Welcome :: Masthead :: The Future Is Now :: VHS Netcourse ::
MayaQuest Expedition :: Prof. Development :: Personal Inquiries :: INTEC Tech ::
Power & Portability :: Here Comes the Sun :: Reform Education :: Perspective :: Get Involved! ::

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