ASSIGNMENT 1: Technology in Mathematics classroom

NAME: ARVIND RAJ A/L SEEVARAGI MATRIX NO: PEH070006 COURSE: B.Ed TESL PRIMARY Y. MATHEMATICS

What is technology?

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Technologies that can be used in the classroom

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programs, software et for the teachers to use in the classroom. Below, i will illustrate several of the examples of desktop technology, ne of the

major desktop technology that can be used in the classroom is internet and the world wide web (www) by using this both technology, we could access to millions of other technologies. here are many classroom tasks online and it is more interactive and thus it becomes more appealing for the students. Apart from that we could always buy courseware and software to be used in the classroom. ne of the famous and useful software that is being used in the ynamic eometry software, icrosoft office, and

mathematics classroom worldwide is the .

Why use technology in the mathematics classroom?

he use of technology has a long history is mathematics education.

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societies, for example introduce arithmetic with an abacus, for two reasons. First, the abacus supports computation. Second, the abacus presents a tangible image of mathematics, which helps students understand difficult concepts ( echnology becoming infrastructural in mathematics education. Kaput, .2 ).

From the extract above we can conclude several important aspects; one of it is that technology gives students a better opportunity for learning more mathematic s. his is true as we can see that traditionally students will take one whole period to do a few difficult questions. his is because they have to do long calculations repeatedly and it consumes a lot of their time. his wouldnt happen if the students are allowed to use technologies such as calculator. Where within the same period of time the students can do more questions and they have more time to

try out something more challenging which is not in the syllabus and definitely via this, the children learn more mathematics. Apart from that, technology also helps students in developing meaningful understanding of mathematical concepts and procedures. Piaget discovered that children first develop ideas concretely and later progress to abstractions (Piaget, 9 ). In learning environment i felt that it

is often helpful to apply this principles in reverse where we help students to learn an abstract idea than use the technology to represent the idea with a more tangible visualizations. his in return helps the students to develop a more meaningful understanding of the concept. omputations and representation go hand -in-hand to do this. For example in primary school many teachers use concrete manipulative which is a product of technology such as eoboards

which allows children to make geometric figures by stretching rubber band over a grid of nails. his activity allows the students to see the shape by themselves and while they learn to make the shapes practically, they understand the attributes and the underlying con cept of it. he new type of technology to this version is the dynamic geometry software which allows students to explore and learn more. Another aspect is that when technology is used in the mathematics classroom, the teacher can help the students to develop mathematical thinking ability in terms of problem solving, reasoning, communication, mathematical connections and representation. his ability can be developed by using the technology to produce more challenging activity and real life situation which makes the classroom livelier.

How should technology be used in the Mathematics classroom?

echnology should only be used in the mathematics classroom to teach mathematics better and to teach better mathematics ( eid, 988). When using technolog y the teacher

should focus less on memorizing facts and do routine calculations but the teacher should use technology to develop ideas, exploring consequences, justifying solutions and understanding connections which is the real hear of mathematics ( osche lle et al., 2 ). By using

technology the teachers can introduce more advanced mathematical topics earlier ( eid, 988). Based on the quotations above from the prominent researchers in the field of mathematics, we can say that when the teacher uses technology the teacher should change the way he or she teaches the lesson and not just do the same method of teaching but delivering by using technology. What i meant to say here is that if the teacher just uses the technology to prepare her slides bu t if the teacher still spoon fed the students with the answers than thats not teaching better mathematics. What the teacher should do is that the teacher should use the technology to prepare student initiated and mixed initiative activities where the teachers role in the classroom is just to design a learning condition but the students learn by themselves by exploring and manipulating the technology. Examples of activity that the teacher can introduce with the help of technology in the classroom is group projects, inquiry based learning, investigations, explorations and problem solving activities. his activities falls under constructivist paradigm which promotes

independent learning facilitated by the teacher.

What are the impacts of technology in education?

Strategic use of technology enhances the mathematics teaching and learning in the classroom and it allows the teachers to deliver a high -quality mathematics education to the students. echnologies have profound impacts on what mathematics w e teach to students as well as the way it is taught. here are impacts on three major areas and the paragraphs below will illustrate it better. he first area is that some mathematics that we used to teach has been made obsolete by the technology. As an example when we gave a simple calculator to the students, we didnt have to teach students to memorize the addition facts such as +2=3, +3=4 and so on as the calculator will do it for them within a split of a second. his kind of addition fact s which is drilled by the teachers in past had been made obsolete by the introduction of calculators in the mathematics classroom. his impact is better as it allows the teachers to work on more difficult topics with the students which will help the studen ts to learn better mathematics. he second area is that much of the technology that we teach, we can teach better with technology. his is true in a sense that if we teach place value to the students which indeed is one of the hardest conc ept to teach students, the teachers now use to teach the concept with the help of virtual manipulative of ienes blocks or in some school the concrete model of ienes Blocks which provides the students with a physical model of the place value system in which 52 means five hundreds, two tens and six ones. his kind of representations will help the teacher to teach the concept better as the students can see for themselves the changing of with the help of technology. ones into one tens and tens into one hundreds. his is done

he third major area is that many topics that the teachers were unable to teach or find it difficult to teach can now be made accessible to students in meaningful ways. ne of

them is that when the teacher uses dynamic geometry software in the classroom, the teacher could show the transformation of objects, the changes in angles and so on which is a topic that the teachers in the past will just touch and go as it is deemed as difficult to teach but now the teachers can let the students to explore and learn by themselves with little guidance by the teacher
What is the effect of technology on the mathematics teachers?

A mathematics teacher who uses technology in the teaching and learning of mathematics in the classroom will look at teaching from a new perspective. If in the past the teacher spoon fed the students with answers and notes, now the teacher will just facilitate the students to get an answer and understand the concept. he teacher will not be f ocusing on the theoretical approach of a topic but the teacher will incline towards the practical approach of a topic. he teachers also will be changing their contents of teaching and the organization of the contents because when the teacher s uses technology in teaching mathematics, the students will see the inter relations of the topics in the content where as the students learn about shapes the students will be exposed to transformation, translation and so on which is another topic that is faraway from this one in the organization of the content. So the teacher should teach the two topics together to promote better understanding. In order to do that, the teacher will make changes in the organization of the content. he teacher who teaches by using technology will also change their teaching style where if in the past the teacher adopts chalk and talk approach, with the help of technology the teacher will be the initiator only but the students will further discover the topic via tas ks

prepared and activities organised by the teacher. Besides that, the teacher will also change from teacher centred classroom into student centred classroom where the teacher just design the learning environment and facilitates the session but the student s are the one who construct their own knowledge.