b. Summary of contributions of your proposed Sabbatical Leave project to your professional growth:
As an undergraduate I took Fortran. As a full time high school teacher, I edited, with Hughs & Silvey NCTM's Mathematics & Humor,
a bestseller sold worldwide, and agreed to adjunct at Middlesex because they really needed the help. The only course I remember teaching was something called
"Algebra & BASIC," I think. I was then invited to leave my tenuretract full time hs teaching job and become tenuretrack at Middlesex.
While a high school teacher I completed course work at Teacher's College, Columbia Univerity in the use of calculators which
were brand new tools at the time. Though I could not afford the Teacher's College tuition (MCC would not pay my tuition because "there was not enough math in the courses"),
MCC had no problem with using my expertise to introduce the use of the graphing calculator to MCC (giving up the use of a textbook so students didnâ€™t need to purchase
both book & calculator).
I continued the study of calculator use through NSF grants.
I continued the study and use of other programming languages in addition to Fortran. These include BASIC, TI5758, TI81, HP28SX
(reverse Polish notation), html, Pascal, and Visual Basic, and Internet ApplicationsHTML/CGI. I have also
created (see under proficiency) material on
mathnstuff.com and in Word Press for AMTNJ, and with
Excel (for spreadsheets and digital manipulatives see:
Digital Manipulatives,
A Guided Tour of The Spreadsheet stat.xls, and
A Video about the HYPOTHESIS TESTS pdf file) and more recently with
Geometer's Sketchpad for my course load teaching
Calculus I and
Precalculus.
In 1987, also for Middlesex for a mathESL grant, I wrote the dictionary MATH SPOKEN HERE!. See:
mathnstuff.com/math/spoken/here/0front/pg1to3.htm. In 1/2023, I added the latest word,
absement. The video
Absement and 'nth Derivatives of Displacement' Presented Dynamically & Analytically gives one a good example of Sketchpad in calculus.
A pastpresident of two state math organizations, AMTNJ and MATYCNJ (twice), I also presented at their national affiliate meetings
and also the MAA national meetings, including in 8/91, MAASIAMAMS, "Making Mathematics More Concrete: Manipulatives MINICOURSE," in 8/90,
MAASIAMAMS, "Writing to Learn Mathematics MINICOURSE," and in 10/89, AMATYC, "Writing to Learn Mathematics MINICOURSE."
On page
mathnstuff.com/papers/langu/page0.htm, in 1998 (based on earlier work), in "The Languages of the Math Classroom," I use the phrase "VERBAL, WRITTEN,
PICTORIAL, CONCRETE and The Mother Tongue" and more recently added the phrase "VERBAL / Auditory WRITTEN / Symbolic PICTORIAL / Visual CONCRETE / Kinesthetic" now used by the profession. See
mathnstuff.com/papers/ccSTEM23.htm on 10/28/2023, in "Arc Functions Through Auditory, Symbolic, Visual, and Kinesthetic Modalities."
On page
https://middlesexcollege.edu/academics/sciencemathematics/mathematics/, Middlesex claims "Graduates of the program will be able to: ...
Develop a convincing mathematical argument using four perspectives:
 Numerical,
 Symbolic, conventional algebra,
 Graphic, with and without technology, and
 Using expository writing. ..."
Use appropriate technology to enhance their mathematical thinking or understanding, ..."
Somebody's copied and pasted pieces of the phrase "Auditorily, Symbolicly, Analytically, and Kinestheticly."
Notice they've neglected kinestheticly.
I not only believe in these languages, "VERBAL, WRITTEN, PICTORIAL, CONCRETE and The Mother Tongue", I teach (see
INTERPRETATION under "Levels of Proficiency") in multiple languages, including the kenisthetic!
Because I have continued to grow professionally, I recognize how much more growth is desired. I am not proficient in Word or PowerPoint. I do not believe I need profiency
in either because I am proficient in WordPerfect and html. My skills in Correll Paint are good and regular use makes those skills improve steadily. I am very poor in Desmos and not knowledgeable
in the newer TI languages. I do not think I need those skills either. I am poor in video editing, but, improving. Sketch Pad is now free to all. Desmos is also free but Desmos requires
registration. Neither of these are ideal for phones, and, my students sometimes only receive the course by phone. Many do not even have a graphing calculator.
What I need is proficiency in Java Script to make the digital manipulatives and Sketch Pad things I've created work on an internet page without the use of special software
like Desmos and Sketch Pad. Desmos, as I have examined it is really like a souped up graphing tool. Sketch Pad is more a tool for creating. Each have potential for students to create
material of their own and to "Using expository writing. ... Use appropriate technology to enhance their mathematical thinking or understanding," but each requires that platform. Java in an html
web page would obviate those platforms. But, before I can create those pages, I have to learn the language.
In 1997, Prof. Elaine Klett, retired chair of the Brookdale Community College mathematics department wrote,
"I greatly admire the energy that Aggie brings to her professional life. To be a great teacher one must be constantly learning and that is what Aggie loves to do  learn and teach." This sabbatical
would permit me to do just that, "learn and teach."
