Public Advisory on Incorporating Technology into Mathematics

Reported by: Kirsten Werne

Enhancing Mathematics Enhancing Mathematics Learning with TechnologyLearning with TechnologyEnhancing Mathematics Enhancing Mathematics

Learning with TechnologyLearning with Technology

The question being, can mathematics lessons and problem-solving be improved by integrating technology into the curriculum? Is this something the public wants?

Technology

+

Math = ?

Clip Art Credit: http://office.microsoft.com/en-us/clipart/results.aspx?qu=spy&sc=20 and

http://office.microsoft.com/en-us/clipart/results.aspx?qu=investigator&sc=20#0

What is the point of math? Does math really involve technology? What is the point of math? Does math really involve technology?

Got Math?

Ok, so math is necessary but can we still teach it the “good old way” like we were taught? You know, “by the book”

with “drill and kill” assignments.

21st century students crave technology and a fast pace

environment.Blah, blah,

blah, blah…

Hmm, I need to text

about weekend plans…

Zzzzz…

I wish I could use that cool calculator for these problems.

Photo credit http://www.nl.edu/academics/nce/departments/SECED/images/Classroom1.jpg Sound credit http://www.wavplanet.com/wavs.php?cat=2&subcat=250

The Net GenerationThe Net Generation

loves all technology

is connected at all times

expects immediate feedback and results

would much prefer tolearn through experience than to listen to a lecture

or watch a lesson

is a very social group interested

in humanitarianefforts

prefers to learn in cooperative learning groups. They want to

know the rules tofollow in order to

succeed.

This generation craves technology. If we integrate technology into the

curriculum without allowing the technology to become the focal

point, we will become more successful educators. The

technology needs to be a tool for learning.

This generation craves technology. If we integrate technology into the

curriculum without allowing the technology to become the focal

point, we will become more successful educators. The

technology needs to be a tool for learning.

Clip Art Credit :http://office.microsoft.com/en-us/clipart/results.aspx?qu=construction&sc=20

Tools are meant to make things easier or to enhance

Tools are meant to make things easier or to enhance

We can eat it without the tool, but it is less pleasant, takes longer and is messy.

A spoon is a tool we use to eat ice cream.

Graphing multiple versions of an equation is tedious the “old” wayGraphing multiple versions of an equation is tedious the “old” way

If we change y = sinx to be y = sin(3*x) students need to re-graph the second equation to determine a visual relationship between the two graphs. What does the graph look like?

Photo Credit http://images.google.com/imgres?imgurl=http://static-p3.fotolia.com/

A relationship between equations graphed is quick and easy when

done with software.

A relationship between equations graphed is quick and easy when

done with software. An equation grapher

allows quick visualization of a graph so trends and significant relationships are the focus rather than the mechanics of graphing.

Y = sin x

Y = sin 3*x

Graph credit: http://www.themathpage.com/atrig/graphs-trig.htm#sine%20graph

Other methods of infusing technology into the math classroom

Other methods of infusing technology into the math classroom• Geometer’s Sketchpad: algebra and geometry graphing

software• Cabri Jr. software for Texas Instrument calculators• Graphing in 3-D• Podcast video• Wikis and blogs for collaborating and sharing information• Java applets (mini software programs) such as virtual

manipulatives like the function machine. These are a great way to add a visual piece to algebra concepts.

• Student created movies with iMovie or similar software (my students created poem/rap videos last fall)

• Spreadsheet software such as MSExcel for creating charts and diagrams to demonstrate data relationships

A graphing lesson incorporating technology might look like the

following…

A graphing lesson incorporating technology might look like the

following…-Warm-up graphing task at desk-Discussion of linear and non-linear functions and their graphs as a class -Graph as a class a linear function on the board-Discuss relationships of x and y values-All students take out their TI-84+ calculators and graph the same equation we did on the board. (or use another technology to reinforce the teaching)-Try changing the slope of the linear equation-Try changing the y-intercept-Try graphing y = x^2-Write a journal entry discussing the relationship in the graphs when slope or the y-intercept is modified-How is the graph of y=x^2 different from our first equation graph? What value of y can you never have and why?

Technology allows for easy and Technology allows for easy and discrete discrete differentiation in the

classroom. On homework and projects, it is

very easy to start students on varying levels.

According to Intermath, “technology According to Intermath, “technology is used in a two-fold way: to deliver is used in a two-fold way: to deliver the curriculum…and to explore the the curriculum…and to explore the mathematics through software…”. mathematics through software…”.

To best educate this net To best educate this net generation, we need to help them generation, we need to help them become savvy, inquisitive adults become savvy, inquisitive adults who will be able to compete in a who will be able to compete in a

world run by technology.world run by technology.We need to teach with technology We need to teach with technology

now.now.

According to Intermath, “technology According to Intermath, “technology is used in a two-fold way: to deliver is used in a two-fold way: to deliver the curriculum…and to explore the the curriculum…and to explore the mathematics through software…”. mathematics through software…”.

To best educate this net To best educate this net generation, we need to help them generation, we need to help them become savvy, inquisitive adults become savvy, inquisitive adults who will be able to compete in a who will be able to compete in a

world run by technology.world run by technology.We need to teach with technology We need to teach with technology

now.now.

BibliographyBibliography• Ball, Lynda. Technology-Supported Mathematics Learning Environments. Ed. William J.

Masalski. Reston: NCTM, 2005. • Bolyard, Johnna J, and Patricia Moyer. "Investigating Algebra with Virtual Manipulatives."

ON-Math 2 (2003): <http://my.nctm.org/eresources/view_article.asp?article_id=6431#>. • "Function Machine." National Library of Virtual Manipulatives. 28 Jul. 2007. 3 Aug. 2009.

<http://nlvm.usu.edu/en/NAV/frames_asid_191_g_3_t_2.html?from=topic_t_2.html>. • "Got Math?." TeacherTube.com. 8 Jul. 2007. 6 Aug. 2009.

<http://teachertube.com/viewVideo.php?video_id=3682&title=Got_Math_>. • National Council of Teachers of Mathematics (NCTM). Principles and Standards for School

Mathmatics. Reston, VA.: NCTM, 2000.• Oblinger, Diana G., and James Oblinger. Educating the Net Generation. Educause, 2005.

Educause: Transforming Education Through Information Technologies. 30 Jul. 2008 <http://www.educause.edu/educatingthenetgen>.

• Perkins, Scott . "The Math Dude." Montgomery County Public Schools. 1 Jul. 2009. 2 Aug. 2009. <http://montgomeryschoolsmd.org/departments/itv/mathdude/MD_Algebra1_1-1.shtm>.

• Wilson, James W. "The Intermath Project." Intermath: Supporting Teachers in Becoming Better Mathematics Educators. 4 Aug. 2009. <http://intermath.coe.uga.edu/about/overview.htm>.