The subjects of mathematics and technology are a match made in heaven, they compliment one another more than probably any subject in schools today. Though that doesn't mean there still are some hurdles that math teachers need to overcome when implementing technology in the classroom and making it pertinent to the subject matter and lesson plans they organize. In the article "Grounded Tech Integration: Math" published in Leading & Learning (November 2009) authors Neal Grandgenett, Judi Harris and Mark Hofer explain that there are many opportunities for teachers to use technology when teaching math, but doing it the correct and most effective way is what is most important. Technology and math have been used to complement each other in the classroom for many years, but the main issue in today's classroom is making that experience interactive for the students to facilitate greater learning overall. The authors go into detail explaining one activity which could be a great experience for students when using graphing calculators. The activity involves somewhat inexpensive robots that connect to the graphing calculators and in conjunction with the information inputted into the calculator, the students are then able to create movements with the calculators. Such activities like this are ways in which students are able to take a more interactive role with the lesson plans and feel like they are accomplishing something fun and interesting.
Learning in this manner is probably my favorite, I love the idea that you are able to implement such interactive and intelligent lesson plans which the students could possibly fall in love with. Even though I myself am not a huge fan of mathematics, I would be elated to do such an activity like this where I actually get to see my work mean something other than pencil to paper and red markings saying if it was correct or not. I get to see in real time how if my information sent to the robot is correct by the movements the robot makes. This to me is very cool and would be an amazing experience that would have me coming back for more, even just to think up new patterns to make the robot move and do unique things.
For this article it falls well withing NETS 6 which is Technology Operations and Concepts and fills each subjection of the standard. Students get to use graphing calculators that they have used before and also implement a new technology, the robots. Along with this they have to show an understanding of using the materials and also be able to correct mistakes they made.
Grandgenett, N., Harris, J., & Hofer, M. (2009). Grounded teach integration: Math. Learning & Leading, 37(November), 24-25. Retrieved from http://www.iste.org/learn/publications/learning-and-leading/digital-edition-november-2009.aspx
Nice post. Math education is my field. I've seen many successful and unsuccessful stories when it comes to technology integrating in math classrooms. I think a key point is student thinking. Technology should not just reinforce students' calculation skills and memorization of math facts. Technology should be used to promote students' deep thinking. If they have a chance to interact with peers in their math exploration, that would be even better.
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Like you, I like the idea of having interactive tools to teach math concepts. Especially robots! Kids these days are so lucky to have educational technology tools to teach them math lessons and concepts. Some math classes have interactive math programs or IMPs which center on a large, central problem and students find innovative ways to solve the problem, like using graphing calculators. The way that math is taught has definitely evolved over the years. However, the use of tools in math is not a new idea….remember the abacus!
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