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Mathematics, Culture and Technology
1. Technology in Mathematics Classroom
This website tells us about using technology in the elementary Mathematics classroom nowadays. “Technology is essential in teaching and learning mathematics; it influences the Mathematics that is taught and enhances students’ learning” (National Council of Teachers of Mathematics (NCTM) 2000, Technology Principle). “Students’ use of technology to engage in real world Mathematics in turn allows them to design and construct their own Mathematical experiences. When technology is used according to the Standards, it serves as a tool and allows students to focus on the Mathematics” (Heid, 1997).
Technology plays a role in being a highly qualified teacher, and conceptual focus in the Mathematics classroom as an ongoing challenge. Many students experience some form of technology in their classrooms, but do not understand the reasoning behind it. In order to overcome the problem and make this situation go on very well, an effective, highly qualified teacher is needed and he/she will attend workshops and conferences, learn new techniques, such as integrating technology appropriately, learn new pedagogical skills, and staying current with curriculum. The effective teacher pushes the students out of their comfort zones to experience the new and different learning experiences with technology. With the use of technology in the Mathematics classroom, this allows the students to turn their focus to understanding the concepts and how to apply them, open-ended assignments in which the students can learn concepts by “discovery” as well as to retain the concepts. The students can also experiment and view different results and methods of solutions to different problems.
http://www.aabri.com/manuscripts/09408.pdf
2. Research Study
This website focuses on the research study of investigating how and why secondary school Mathematics teachers, Susie, a beginning teacher and Brian, an experienced teacher use digital technologies to help their students to learn. Susie believes that using technology help students develop mathematical understanding by investigating real life situations and linking different representations of concepts. Susie prefers to use graphics calculators so that students can access technology in class whenever they need it. The data projector installed in her classroom also makes it easy for her to display the calculator screen for viewing by the whole class. Susie was strongly supported from the school’s administration and her colleagues since joining the staff. The only real obstacle she faces is lack of time to develop more teaching resources and to become familiar with all of the technologies available to her.
Brian pioneered a change in philosophy that led to the adoption of a social constructivist pedagogy in all mathematics classes at the school and it expressed through problem solving situations and the use of technology, concrete materials and real life contexts, produced significant improvement in mathematics learning outcomes across all year levels. Brian agreed that “The role of the mathematics teacher is to provide students with activities that encourage them to wonder about and explore mathematics”.
This website tells us about using technology in the elementary Mathematics classroom nowadays. “Technology is essential in teaching and learning mathematics; it influences the Mathematics that is taught and enhances students’ learning” (National Council of Teachers of Mathematics (NCTM) 2000, Technology Principle). “Students’ use of technology to engage in real world Mathematics in turn allows them to design and construct their own Mathematical experiences. When technology is used according to the Standards, it serves as a tool and allows students to focus on the Mathematics” (Heid, 1997).
Technology plays a role in being a highly qualified teacher, and conceptual focus in the Mathematics classroom as an ongoing challenge. Many students experience some form of technology in their classrooms, but do not understand the reasoning behind it. In order to overcome the problem and make this situation go on very well, an effective, highly qualified teacher is needed and he/she will attend workshops and conferences, learn new techniques, such as integrating technology appropriately, learn new pedagogical skills, and staying current with curriculum. The effective teacher pushes the students out of their comfort zones to experience the new and different learning experiences with technology. With the use of technology in the Mathematics classroom, this allows the students to turn their focus to understanding the concepts and how to apply them, open-ended assignments in which the students can learn concepts by “discovery” as well as to retain the concepts. The students can also experiment and view different results and methods of solutions to different problems.
http://www.aabri.com/manuscripts/09408.pdf
2. Research Study
This website focuses on the research study of investigating how and why secondary school Mathematics teachers, Susie, a beginning teacher and Brian, an experienced teacher use digital technologies to help their students to learn. Susie believes that using technology help students develop mathematical understanding by investigating real life situations and linking different representations of concepts. Susie prefers to use graphics calculators so that students can access technology in class whenever they need it. The data projector installed in her classroom also makes it easy for her to display the calculator screen for viewing by the whole class. Susie was strongly supported from the school’s administration and her colleagues since joining the staff. The only real obstacle she faces is lack of time to develop more teaching resources and to become familiar with all of the technologies available to her.
Brian pioneered a change in philosophy that led to the adoption of a social constructivist pedagogy in all mathematics classes at the school and it expressed through problem solving situations and the use of technology, concrete materials and real life contexts, produced significant improvement in mathematics learning outcomes across all year levels. Brian agreed that “The role of the mathematics teacher is to provide students with activities that encourage them to wonder about and explore mathematics”.
http://www.merga.net.au/documents/RP262007.pdf
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