Creating an Electronic Mathematics Portfolio

Creating an Electronic Mathematics Portfolio

The portfolio is an opportunity for you to engage in mathematics as a learner. The electronic portfolio will consist of an introduction, your solutions to 3 problems, a visual project with related task, and a conclusion. Refer to the assessment guide provided.
Choose an appropriate Web 2.0 tool or alternative presentation tool. For example, you might consider using Glogster, Voice Thread, or Prezi. You might consider setting up a Wiki.
Prepare an introduction to the portfolio by providing information on the contents, why you chose the problems you did and how the visual presentation relates to mathematics.
For the 3 problems, no more than 2 of them may come from the problems posed and worked on in class.
The visual project is a visual media representation of a mathematical concept that may appear in mathematics, art, or everyday life. Possible projects include examples of tessellations, fractals, optical illusions, origami, string art, topology, polyhedron models. This project will be presented to the class and must include a hands-on component. Your presentation should be no longer than 10 minutes.
Prepare a conclusion for your portfolio including a reflection of yourself as a mathematical problem solver, your experience with the visual project in terms of your own mathematics learning and as a future teacher and your growth as a mathematical thinker through your completion of this portfolio. Be sure to include references from the readings to enhance your reflection.

Assignment 3 – Assessment Guide
Creating an Electronic Mathematics Portfolio

Introduction (5 marks)
Information about the contents (1)
Rationale for choices (2)
Relation of visual project to mathematics (2)

Problems (15 marks)
Complete solutions (3)
Thorough explanation of your thinking and solution process (12)

Visual Project (10 marks)
Product representation of math concept (visual media)
Class presentation

Reflection of you as a problem solver
Description of own mathematical learning
Connection to math learning as a future teacher
Growth as a mathematical thinking
References to the readings