Technology in the Mathematics Classroom
Essay Preview: Technology in the Mathematics Classroom
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Running head: Technology in the Mathematics Classroom
A Review of Literature Exploring the Effects of Technology During Mathematical Instruction
Staci Arnold
Exploring Technology in the Mathematics Classroom
Quincy Howe stated that when students used computers provided by the school “they were enthralled by the sense of empowerment provided by using the computer” (Howe, 2006). Traditional methods of instruction appear to be outdated and ineffective. The National Council of Teachers of Mathematics position on technology is “Technology is an essential tool for learning mathematics in the 21st century, and all schools must ensure that all their students have access to technology. Effective teachers maximize the potential of technology to develop students understanding, stimulate their interest, and increase their proficiency in mathematics. When technology is used strategically, it can provide access to mathematics for all students” (National Council of Teachers of Mathematics, 2008).
Teachers are turning to technology to engage their students and keep them active during instruction. New literacies, such as iPods, iPads, SMART boards, Promethean boards, and interactive math games that are computer based, are changing how mathematical instruction is presented to the students. Vital component of mathematics education include but are not limited to calculators and technological tool, such as computer algebra systems, interactive geometry software, applets, spreadsheets, and inactive presentation devices (National Council of Teachers of Mathematics, 2008). Instructing students through technology is essential for their progression towards attaining success as an adult.
Outcomes of Technology in the Mathematics Classroom
During an activity with pre-k through second graders, the NCTM stated that the use of tangram puzzles on the computer promoted higher level of thinking and discussion among students than did using physical manipulatives (NCTM 2000 p.97). When students physically used the tangrams, they mainly tried through trial and error to correctly put it together. When using the computer software, they had to discuss how to manipulate the tangram pieces promoting higher thinking skills (NCTM 2000p.97). Moreover, they had to strategize verbally different ways to manipulate putting the pieces together which encouraged higher level thinking skills as in Blooms Taxonomy. Children thoroughly enjoy technology. Using technology instantly engages children. Research states that technology is extremely efficient in helping children retain information. In addition, using technology to do research and present ideas is a skill children are going to need to be competitive in the workplace. (Kalish, 2010 p.80-83).
Technology in the mathematical classroom will allow students of all ability levels to expand mathematical knowledge. Several examples of extending mathematical knowledge are extending mathematical reasoning and sense making, gain access to mathematical content, and problem-solving context, and