PRESENTING TECHNOLOGYRESEARCHCourtney CunninghamW20023 June 2010

Theme: Using Technology to Enhance Mathematics

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MENU Article One

“Third-Graders Learn About Fractions Using Virtual Manipulatives: A Classroom Study”

• Summary and Reflection Article Two

“Infusing Technology into Mathematics Lessons”

• Summary and Reflection Article Three

“Teaching Math With Video Streaming”• Summary and Reflection Conclusion

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ARTICLE ONE“THIRD-GRADERS LEARN ABOUT FRACTIONS USING

VIRTUAL MANIPULATIVES: A CLASSROOM STUDY”Summary: Part 1

This article, written by Kelly Reimer (2005), discusses the growth of technology in the subject of math. Many teachers are now turning to online software that provides virtual manipulatives for students to work with. This article describes a project that was done with third graders that used these online math manipulatives while working on a fraction unit. Students in this project were given a pre-test on the knowledge they had on the material prior to using the software, and they were also given a post-test after they had used it.

How did the results turn out and how did the students and teachers feel about this new technology? (click here)

SUMMARY: PART 2The Results

After taking the pre-test, using the software, and taking the post-tests, students were also surveyed and interviewed. The results showed considerable progress in students' post-test scores on a test of conceptual knowledge, and a large relationship between students' scores on the post-tests of conceptual knowledge and practical knowledge. Student surveys and interviews showed that the virtual manipulatives helped students in this class learn more about fractions by providing direct and exact feedback. They also noted that they were easier and faster to use than paper-and-pencil methods, and improved students' enjoyment while learning mathematics.What do I think about this technology? (click here)

REFLECTIONAfter reading this article, I began to consider all of the

benefits from incorporating this technology into the classroom. Math is a subject that many students and teachers struggle with. One quote that stuck out to me in this article was, “To use virtual manipulatives, teachers must have an understanding of how to use representations for mathematics instruction as well as an understanding of how to structure a mathematics lesson where students use technology” (Riemer,2005). I agree with this quote that is not only important for students to learn to how use these technologies, but it is also important for teachers to have the understanding as well. Cleary these virtual manipulatives make math more enjoyable and easy to understand. Getting instant results from using the software also gives teachers a quicker understanding on what students are struggling with. These manipulatives also eliminate the hassle of using paper and pencil and other punch outs that may be easily lost. Using virtual manipulatives when learning math visibly benefits both students and teachers. Read This Article Here

A Ha!

ARTICLE TWO“INFUSING TECHNOLOGY INTO MATHEMATICS LESSONS”

Summary: Part 1

The author of this article, Brian Beaudrie (2004), explains the many technologies that may be used to enhance the mathematical experience in the classroom. He describes that using these technologies allow for students to be more engaged and eager to learn about math. He explains how using different methods for learning, students begin to understand in ways they may not have before.

What technologies are discussed and how are they used?

SUMMARY: PART 2The article explains that some of

the primary tools of technology used in the classroom are the calculator and spreadsheets. Beaudrie (2004) presents various lesson plans that incorporate these technologies such as, lessons on division with remainders, and calculating weight in different situations. Both of these lesson plans allow students to used technology to learn in a different way. What are my thoughts on this article?

REFLECTIONThis article made me believe how

easy it really is to incorporate technology into lesson plans, even if the technology is something that every student has right in front of them, such as a calculator. The quote from the article that was most intriguing to me was, “Using technology to teach mathematical concepts helps make the mathematics come alive for many students” (Beaudrie, 2004). It is important for students to be aware of the technologies that can provide them with a meaningful, helpful, and engaging learning experience.

Read This Article Here

A Ha!

ARTICLE THREE“TEACHING MATH WITH VIDEO

STEAMING”

Summary: Part 1

This article, written by Jean Whitaker (2005), discusses how one California school uses the technology of streaming videos from the internet to teach different math concepts. Video streaming is digital video content that can be accessed from any computer with an Internet connection. These video clips can be used by teachers and students in various ways.

How exactly are these video clips used and how are they benefiting students?

SUMMARY: PART 2

The teachers at this school use video streaming in numerous ways. For example, teachers can demonstrate geometry concepts by showing three dimensional video clips that show how to measure shapes. Using these videos, teachers can pause and play them at any time to explain the problems. By incorporating this technology into math lessons, students at this school found they could better understand the math they were learning and found it more enjoyable. Teachers also noted that students began to pay better attention in class when using this technology.

What are my thoughts on this article?

REFLECTIONThis article interested me, because I have

had my own experiences with using video streaming in some of my classes. I believe that this is a very useful and beneficial technology for both students and teachers, especially when teaching math concepts. One quote I connected with from this article was, “To see the look on a young person’s face when they connect with a concept and share in their joy when they truly understand a math concept is a wonderfully gratifying experience” (Whitaker,2005). This is what using these different technologies is all about. Allowing students to experience a completely new way of learning which will lead them to success. This is not only benefiting the students, but teachers know that their students are learning more as well.

Read This Article Here

A Ha!

CONCLUSIONThe theme of the articles presented is incorporating

technology to enhance mathematics. All of these articles gave numerous examples of how many schools are already integrating technology into math lessons. Uses of virtual manipulatives are helping third graders learn their fractions, and online videos are enhancing the learning experience for students in California. The most simple technologies, such as calculators, are also allowing students to excel and come alive when learning math. “In mathematics it is beneficial for students to use a variety of tools to help them understand concepts. The use of multiple representations can enhance the development of students' abilities to think flexibly about mathematics topics” (Reimer, 2005). It is clear that the uses of each of these technologies have benefitted students and teachers. I believe that teachers need to be aware of new technologies that can make learning more engaging and meaningful.

REFERENCES

Brian Beaudrie (2004). Infusing technology into mathematics lessons. Media and Methods.  Retrieved June 22, 2010 from http://proquest.umi.com

Kelly Reimer. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. The Journal of Computers in Mathematics and Science Teaching. Retrieved June 22, 2010 from http://proquest.umi.com

Whitaker, J. (2005). Teaching math with video streaming. Media & Methods. Retrieved from Academic Search Premier database. http://web.ebscohost.com