Choosing a software program to use in the classroom should undergo careful thought and consideration.  The following report evaluates two programs:  Geometer’s Sketchpad and Microsoft Excel.  These two programs are important to mathematics educators because they can offer students enhanced exploration of topics which teachers cannot always supply.
        The evaluation process must begin by examining the context of its use.  Because of this, it is important to analyze the students who will use it, the curriculum it will support, and the settings and classroom management that will be maintained.  With this in mind, let’s take a look at the students first.
        Due to our observations at Central High School in Champaign, each of us had a chance to observe both a freshman/sophomore level geometry class and a freshman algebra class.  We are keeping these students in mind for the purposes of this evaluation.  We feel that Geometer’s Sketchpad and Excel will be very effective in these types of settings and are well suited for male and female students.  We anticipate a variety of learning styles in the classroom, including auditory, visual, and kinesthetic learners.  Besides accommodating students with differing learning styles, it is important to accommodate those with special needs.  The accommodations for those with special needs cannot be foreseen in advance.  Once we see the Individualized Education Program (IEP) for a student, careful consideration will be given to the changes that can be made to support them.         These arrangements will be made with the help of the IEP Team as well as special educators.
        As we mentioned, these programs will be useful in both Algebra and Geometry for a variety of lessons.  We will focus on using them to explore quadrilaterals and the concepts of perimeter and area.  Our goal is to use the software as a complementary exercise--one which will support and enhance their learning in the classroom which is free from technology.  Since we are using these programs to address all learning styles, it is best to use this software as a complementary exercise so that it does not exclude those who do not learn visually or kinesthetically.
        While the curriculum is important to consider, deciding upon the manner in which to implement the software also plays a vital role on the activity’s effectiveness.  We would prefer to engage all students by letting them have their own computer in a lab setting.  We understand that resources such as these (the lab) are typically controlled by the school in which we are teaching.  Likewise, we would prefer PC’s because we feel that most students are comfortable with this type of computer because it is widely used in homes with computers.  In a lab, we will also have the opportunity, as teachers, to demonstrate the activity as we move through it and hopefully keep all students on pace.  As far as technological support, it is first and foremost important for the teacher to be competent in the software which he or she plans to use.  In addition, it is likely that the school will provide a lab assistant during instructional times in the lab to help alleviate any problems.

EVALUATION OF GEOMETER’S SKETCHPAD
        To evaluate Geometer’s Sketchpad (GSP), we are using the evaluation framework found at the web address http://www.humboldt.edu/~ra7001/forma.html.  Key Curriculum Press at 1150 65th Street, Emeryville, CA  94608 publishes Geometer’s Sketchpad; they can be reached by telephone at 1-800-955-MATH.  The version we are evaluating is from 1997, Version 3.10D.  The price for one software package (i.e. one CD-ROM) is $119.95 and it includes manuals and various other useful resources for the classroom and the teacher.  GSP is copy protected and we found back up copies available.  This program is available for both Macintosh and IBM Compatible computers.  It takes up 4 MB on PC’s and 1 MB on Macintosh computers.  This program is compatible with all monitors and printers.
        Geometer’s Sketchpad is a program that allows users to create and manipulate geometric images and configurations using the computer.  From stationary objects to animated shapes, GSP can measure figures and numerous components of these figures.
        Besides hardware requirements, educational appropriateness must be considered when choosing the software.  The main educational goals are to use the technology in a way that supports the current curriculum that is taking place in the classroom.  We also want to make sure that the students will be able to use the software to visualize the concepts.  This software can be used in middle school and high school classrooms.  We suggest students be given at least a full class period when working with the new software.  GSP allows students to experiment with the software and explore the features of the program.
        Based upon the evaluation framework, the accessibility and the ease of use of the functions are excellent.  As we had the opportunity to see in the classroom, students experienced no problems when using the software.  They found it very easy to manipulate and liked the features it had to offer.  We would give a fair rating to the clarity of directions because the teacher must provide additional guidance when first using GSP.
        Geometer’s Sketchpad has excellent display format quality.  The workspace is large and accommodates many calculations and sketches.  This is particularly useful when addressing students with visual impairments because the size and color can be altered to be bigger and bolder.  The help menu features a nice search function, which warrants an excellent rating.  Internally, GSP makes it easy to save your work; therefore its internal record management receives a good rating.  Overall, GSP is a nice program to use in the classroom because it is fun for students and because it is easy to manipulate.
        Included in the purchase of the software package are ample materials, which can be used as resources in the classroom.  There are lesson plans and teaching ideas included, both in book form and electronically.  As far as using a tutorial goes, users are better off using the help menu to become acquainted with the software.  A manual is also provided for teachers.
        Geometer’s Sketchpad provides adequate feedback, and we would rate this fairly.  We feel that the teacher should also provide additional feedback to the student.  GSP’s user control features are very handy.  We would rate this excellently because the menus are clear and exiting and starting the program are easy to do.  As long as the teacher has clear objectives when using this program, GSP’s content will be accurate and fair provided the teacher decides upon appropriate content.  The quality and user appeal of graphics rates excellently.  The display can be managed easily and it allows the user to change colors, fonts, and it even allows the user to rotate, reflect, and animate sketches. The quality and clarity of documentation rates excellently as well because GSP allows you to label every part of your work and refer to these parts through its useful “Pointer tool.”  Technically, Geometer’s Sketchpad allows the student to create any accurate and appealing geometric image that they desire.
        Overall, as mathematics educators, Geometer’s Sketchpad rates excellently for our uses.  It is user friendly to students who may not be familiar with it.  Any software that motivates students because it is fun to work with is useful in the classroom as GSP is.  Furthermore, math teachers will find this program particularly useful when trying to explain concepts in new ways to their students.  We would highly recommend Geometer’s Sketchpad in the mathematics classroom.