Technology in the Mathematics Classroom Essay - 1115 Words

Technology in the Mathematics Classroom In today’s society, technology is advancing at such a rate that on can hardly stay ahead. Technology surrounds every person in civilization. To not use the technology that is readily available would be absurd. The same idea applies to technology in the classroom. Calculators, in particular, are becoming more readily available in the classroom, but technology should not stop there. Many inspiring computers programs, such as Geometer’s Sketchpad, Math Success, Fathom, Maple, and Minitab greatly enhance the mathematical teaching and learning that can take place in a classroom. With these types of programs, teachers can cover required more in-depth, and addition material more closely†¦show more content†¦The myths include: 1. â€Å"Calculators are a crutch: They are used because students are too lazy to compute the answers on their own; they do the work for the student.† 2. â€Å"Because calculators do all of the work for the student, he/she will not be stimulated or challenged enough.† 3 3. If I didnt need to use technology to learn math, then neither does my child. After all, I turned out just fine. 4. â€Å"The use of calculators prevents students from effectively learning the basic mathematics they will need when they enter the workforce.† 5. â€Å"People will become so dependent on calculators that they will be rendered helpless without one. (e.g.: What if the battery dies or the student has to perform a computation when no calculator is available?)† (Waits pg. 6-8) Waits gives reasons why these myths are in fact false and why it is important for the myths to be overcome by the public in his essay. In conjunction with the importance of parents and teachers fostering technology is the importance for students to foster technology in the classroom. Students should be taught to use technology as a tool for learning and not a â€Å"crutch.† As noted in the NCTM Principle, â€Å"Technology should not be used as a replacement for basic understandings and intuitions;Show MoreRelated Technology in the Mathematics Classroom Essay688 Words   |  3 PagesTechnology in the Mathematics Classroom While reading the NCTM summary on Technology, it is to my understanding that use of technology is at the teacher’s discretion. Therefore, the teacher is charged with the responsibility of preparing students before venturing into the field of technology. Essentially, students should be able to grasp and understand basic concepts and ideas, before intertwining computers or calculators into a lesson to further explore the concepts in said lesson. WhenRead MoreImplementing Technology in the Mathematics Classroom2361 Words   |  10 Pagesintegrate technology into school curriculum. Culp, Honey and Mandinach (2005) reported despite several educational reports and other governmental reports of the large investments in instructional technology resources, computers, high speed internet access and other forms of technology within the country’s schools are yet to be effectively integrated into instruction in most our nation’s K-12 classrooms. The true meaning for technology integration means to integrate different forms of technologies andRead More Technology Use in the Mathematics Classroom Essay1446 Words   |  6 PagesTechnology Use in the Mathematics Classroom Technology is a growing field that affects every aspect of our everyday lives. When I look at centuries past, I am amazed at the technological advances this country has made. Just during my lifetime, computers, cell phones, digital cameras, and many other devices have become a huge part of everyday life. Not only is technology affecting every day life, but it is also making a huge impact on education, especially within the mathematic field. ComputerRead More Technology in the Classroom Essay example1439 Words   |  6 PagesTechnology in the Classroom Technology is everywhere and used in every part of life. Practically every job uses some form of technology. It is important for students to learn how to use technology in order to function in this technology-based country. But it is also extremely important for students to learn using technology. Technology has the capability of opening all students eyes to a world of mathematics that they never before could have even began to imagine or understand. The U.S DepartmentRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustainedRead MoreTeaching Mathematical Problem Solving Math, Technology Education, And Special Education989 Words   |  4 PagesMathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms.RMLE Online: Research in Middle Level Education, 27(1), 1-17. There were two instructional approaches, Enhanced Anchored Instruction (EAI) and text-based instruction (TBI), compared in this study. Both teaching methods were used to teach sixth-grade middle school students how to solve math problems in technology, special education classes and math classrooms.The purpose of thisRead More Math Research Paper1452 Words   |  6 PagesMath Research Paper Since the 1980’s calculator use in the classroom has been a huge controversy between educators (Golden, 2000). It is becoming increasingly common to use calculators in the classroom on a regular basis. Some states allow students to use calculators on standardized tests and as part of the regular curriculum (Dion, 2001). Because we live in such a technologically changing world, hand held calculators have been far surpassed and can be purchased for as low as $4.00 each. ThisRead MoreDisadvantages And Disadvantages Of Textbooks1446 Words   |  6 PagesThere are several advantages and disadvantages when it comes to textbooks being used in the classroom. â€Å"As a fundamental resource, textbooks shape the way we teach and learn mathematics†(Kajander, Lovric, 2009, p 173). Textbooks have been used in classrooms for many years, and they have been beneficial to both the teacher and the students. Although textbooks are seen as beneficial they can also be a hindrance to th e students. Some advantages of textbooks is that they present several examples, studentsRead MoreTeaching The Flexible Learning Program1690 Words   |  7 PagesLearning program, which covers 6th, 7th and 8th grade Mathematics. The curriculum is was created by both the district curriculum staff as well as the federal programs department of the school system. The Flexible Learning Program (FLP) focuses on mathematics for grades 6-8 for students who are at the highest risk academically. The program is supplemental to the student’s CCGPS classroom, remedial class and Title I support. The curriculum in the classroom is aligned to the Common Core Georgia PerformanceRead MoreUse Of Ipad Into Mathematics Learning And Associated Challenges1618 Words   |  7 PagesCurrently technology occupies an important part of people s lives. This is reality, no one can deny it at all, and it is the same for modern education. Modern gadgets are no stranger to it. For example the iPad, which is embedded in the educational system in many developed countries is considered a smart technological device that has changed teaching and learning. Its success has been transforming the traditional classroom into a place to work and interact with the real world. Currently, with digital

New Policy And Procedures For Students At Applying College...

I-KOLEJ has been developed by Universiti Teknologi MARA(UiTM) Kelantan Campus in 2015 after UiTM decided to use new policy and procedures for students in applying college residents for their next semester. UiTM was one and only university that are stated in constitution because UiTM only can be entered by Bumiputera. In year 2015, UiTM Kelantan has decided to used new system for college residents which is called as merit system. This system generate coupons for special activities, imarah, position in club or society, and also transportation owned by students. 2.2 Department Managers Department that are responsible for this I-KOLEJ system is College Management Unit and Non-Residents Department of UiTM Kelantan. Head of department is Encik Azmi Bin Mohamed and he is responsible to ensure all customer charter are done by their department. 2.3 Business Rules i) Each student has one academic record, each academic record is owned by a student. ii) Each student is related to a set of parent information, each parent information can be owned by more than 1 student. iii) Each student is referred to one merit record, each merit record are referred to one student. iv) Each merit is obtained by many student involvement, each student involvement stage obtained a merit. v) Each merit is gained by a student achievement, each student achievement gain a merit. vi) Each merit is received by many student activities, each activities received a merit. vii) Each merit is gained by manyShow MoreRelatedResearch Paper Marketing Plan12383 Words   |  50 PagesUtilizing remote viewing technology, these students pursue one of the newest MSN concentrations aimed at vertical integration and improved patient care. 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Contemporary Perspectives of Learning and Development For Early Childh

Question: Discuss about theContemporary Perspectives of Learning and Development For Early Childhood. Answer: It was only a decade ago that children were being considered as empty vessels. These vessels that are unworthy of close examination and individual respect. In the 20th century the theorists in the field of psychology and biology started concentrating more on early childhood education and development. These theories by the researchers help in thinking about the human development, learning and growth. These theories help in understanding how personalities form and it influences societies and the individuals. Educators everywhere are well aware of the Image of a child a phrase given by Reggio Emilia in his early childhood education philosophy where it refers to what adults, a group of people, or even a person understands, assumes and believes about the role of children in our society and education(Hewett, 2001). It is about how people take the children motivations, capabilities, agency, development, and purpose. Current theories in the field of early childhood education are based on the ories given by Piaget and Lev Vygotskys. Through these theories educators now understand that children are interested and want an active role in interacting with their surroundings. They make sense through their interaction with the people around them(Socolovsky C, 2013). In this essay we would learn about the key thinkers and their approaches in early childhood education. We will discuss about theories based on Constructivist model that are from Piaget and Vygotskys theories. Certainly who ever works with young children has come across the work of Jean Piaget. Jean Piaget was a swiss scientist who formed theories about how humans develop knowledge(Obiols JE, 2009). Piaget is best known for his work in the theory of cognitive development which proposed that cognitive development is about changes in cognitive abilities and cognitive process. In his view the cognitive development of a child progresses through a series of stages. In these stages the child processes and takes in the new information. The process of taking in of the new information is called as Assimilation. He gave four stages of development that are Sensorimotor, preoperational, concrete and formal operations. Sensorimotor stage is from the birth of the child to the age of two. This is the stage where the child learn about his environment and about himself through the reflex actions and motor skills(Rummel, 2008). These actions and skills derives from movement and sensation. For example a chil d understand that even when he cannot see his favorite toy or his parents, they still continue to exist. Piaget called this object permanence. This understanding of the environment teaches the aspect that he is separate from his environment. At this stage the child should be taught through sensorimotor system such as through soothing or stern voice, and showing a frown. Piaget also defined play as a childs effort to make the environmental stimuli match his own concepts. He explained how play in itself will not result in the formation of new cognitive functions but will help the children in practice the things that they have learned(Y., 2004). At this stage the babies rely on the behavioral schemes to understand their environment. Another stage is the preoperational stage which starts from the age when the child begins to talk to the age of 7. In this stage the child learns to point at objects and use symbols to represent things. The child is able to think about events and things tha t occur in the past. They still have difficulty conceptualizing time as his thinking is influenced how he would like things(Rickard KA, 1995). This fantasy makes him to assume that others are also seeing things according to his viewpoint. The children at this stage do not possess a fully developed cognitive functions. At this stage symbolic play helps as children are learning through investigation, imitating, and asking questions. Due to the sense of fantasy that prevails at this stage teaching should take into account the undeveloped sense of time and the fact that the child is changing things to fit his perspective. Teachers are advised to use body outlines, neutral words and toys that a child can touch and feel. In this stage language is a hallmark of development as they understand pretend and play. They would love to play mommy and daddy but are still unable to understand the view of another person. The next stage that Piaget explained was concrete stage that is from the first g rade to the early adolescence. During this stage accommodation occurs the most. Accommodation is when the child is changing and altering existing information in light of new addition or changes. The child starts to make rational judgements and think abstractly. During this stage the child needs to be given the opportunity to ask questions freely. Teachers should make sure that they explain and answer these questions so that it allows the child to manipulate information. The last stage is the formal operations that begins with adolescence. It is in this stage that cognition is in the final form as the child no longer requires concrete objects to come to a rational judgment. It is at this stage the deductive reasoning and hypothetical reasoning develops. They understand others viewpoint. Teachers should keep in mind that teenagers in this stage consider several perspectives. They are able to conceptualize ideas and are able to explain themselves. According to Piaget children are natur ally driven to explore their environment. They develop mastery and gain self confidence in exploring their environment. They are not passive learners. But teachers and other educators need to keep in mind that not all children are at a same cognitive stage. Children should be encouraged through group work and active participation. He explained how maturation, experience, social transmission, and Equilibration helps in cognitive development. As according to him there is no sense in teaching a child until they have reached a certain level of maturity. Many theorists believe that stages given by Piaget are controversial as the ages he suggests are inflexible. As many theorist believe that children do learn ahead of their maturity level and their level of understanding is based on the material and the approach taken to teach. (Morrison, 2004) Another theorist named Lev Vygotsky theory stresses the role of social interaction in cognitive development. According to him community play an important part in making meaning of things around us. He believed that children learn through active play. He is known to introduce scaffolding and zone of proximal development. Zone of proximal development refers to the assistance or support from an adult that a child needs to learn something new. Scaffolding is the adjustments made with the supports in order to enhance the childs confidence and independence(Wilson A, 1992). He explained the term MKO, more knowledgeable other who has a better ability or understanding than the learner with respect to a concept, process or task. This MKO is not always a teacher or an adult but it could be a peer or an adult child in many situations. MKO is integrally important in his work as through this he explains what a child can achieve on their own (independently) and what they can achieve with guidance a nd encouragement from a MKO. He suggests that zone of proximal development is the area where the guidance should be given(Vygotsky, 1987). This allows the child to use their skills to reach a higher mental level. He suggests that teachers should use group and cooperative learning activities with peers to encourage less skillful children to develop with more skilled children in the zone of proximal development. He proposed how play can be used to help children to learn about social rules, self-regulation and about relationships with others(Hainselin M, 2017). His theory states that play facilitates cognitive development. As the child not only practices what they already know but they also learn new things. Vanderberg in the year 1986 discussed how Vygotskys theory unlike Piaget suggests that not only play reflect thoughts as said by Piaget but it also crates thought. Both Vygotskians and Piagets theories support play as a way to develop cognitive functions. As we can know from an example where a child pretends to be a fire fighter and dons a hat to rescue his teddy bear. Here he is practicing what he has learned previously about a fire fighter. Same when a child adds two squares to form a rectangle and announces to the teacher, he has actually created a new piece of knowledge based on his old knowledge. Both these examples support Piagets and Vygotskys theory respectively. Both Piaget and Lev Vygotskys theories provided the foundation for constructivism. However Piaget suggested that cognitive development occurs due to experimentation and observation whereas Vygotskys viewed it as a social process in which knowledge is gained through interaction with peers. In Piaget theory the educator or teacher played a limited role whereas in Vygotskys theory they played a central role. Harvard Psychologist Howard Gardner gave a theory Multiple Intelligences Theory that stated that there are seven ways or intelligences through which people understand. He also suggested that the traditional way of mapping intelligence through I.Q testing is limited(Gardner, 2006). These seven ways according to him were linguistic intelligence that is being word smart, logical mathematical intelligence that is being number and reasoning smart, spatial intelligence that is being picture smart, bodily kinesthetic intelligence that is being body smart, musical intelligence being music smart, interpersonal intelligence that is being people smart, intrapersonal intelligence that is being self-smart and lastly naturalist intelligence that is being nature smart(Gardner, 2011). He points out how our education system put their attention on the logical mathematical intelligence and linguistic intelligence the most but they do not concentrate much on other intelligences. What about the people wh o are gifted with other intelligences such as being a dancer, musicians, therapists, naturalists, entrepreneurs and artists. (Thomas, 2003)Unfortunately many kids in schools end up being called suffering from ADD (Attention Deficit disorder), branded as learning disabled and do not get much reinforcement as these education systems are addressing only logical mathematical and linguistic classrooms(Draper, 2002). He suggests how educators should be trained to deliver lessons in a variety of ways such as with cooperative learning, role play, music, inner refection, multimedia, and field trips. (Gardner, 2000),(Thomas, 2009) Therefore from these theories we can conclude that all children have a potential, preparedness and curiosity they possess in learning on their own and in negotiating with the surroundings while learning. They should be considered as active participants in their learning process as contributing members. Image of the child is all about a child being full of knowledge, competent, having potential and curious in connecting to his or her surroundings. Educators should be aware about the construct and potentials of the children and should provide the environment that can help them to explore. People may not be aware that they hold an image for a child as it develops through their experiences of culture and society(Johnson, 2008). But as educators it is crucial to reflect on that image that they hold as their perspectives would affect their decisions in the classrooms. Research has revealed that children learn best when they are actively engaging with the environment around them. They learn through interactions from peers, objects and adults. Therefore a educators image of a child can inadvertently distract or support a child from the goal of learning. Through these theories we know that educators around the world are urged to find ways to value, integrate and incorporate variety of activities and possibilities to learn. They should create and encourage an atmosphere where they can recognize the depth of a childs knowledge. Bibliography Draper, R. J. (2002). School mathematics reform, constructivism, and literacy: A case for literacy instruction in the reform-oriented math classroom. Journal of Adolescent Adult Literacy, 520-529. Gardner, H. (2000). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic. Gardner, H. (2006). Multiple intelligences: New horizons. New York: Basic. Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. New York: Basic. Hainselin M, P. L.-C. (2017). Hey Teacher, Don't Leave Them Kids Alone: Action Is Better for Memory than Reading. Front Psychol, 8. Hewett, V. M. (2001). Examining the Reggio Emilia Approach to Early Childhood Education. Early Childhood Education Journal, 95100. Johnson, J. A. (2008). Foundations of American education: Perspectives on education in a changing world. Boston, MA: Pearson Education Inc. Morrison, G. R. (2004). Design effective instruction. Hoboken, NJ: Wiley JosseyBass. Obiols JE, B. G. (2009). The historical roots of Theory of Mind: the work of James Mark Baldwin. Hist Psychiatry, 377-92. Rickard KA, G. D. (1995). The play approach to learning in the context of families and schools: an alternative paradigm for nutrition and fitness education in the 21st century. J Am Diet Assoc, 1121-6. Rummel, E. (2008). Constructing cognition. American Scientist, 80-82. Socolovsky C, M. C. (2013). Evaluating the role of key learning theories in ECHO: a telehealth educational program for primary care providers. Prog Community Health Partnersh, 361-8. Thomas, A. (2003). The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. Alexandria, VA: Association of Supervision and Curriculum Development. Thomas, A. (2009). Multiple Intelligences in the Classroom, 3rd Edition. Alexandria, VA: ASCD. Vygotsky, L. S. (1987). Thinking and speech. New York: Plenum Press. Wilson A, W. L. (1992). An investigation into some implications of a Vygotskian perspective on the origins of mind: psychoanalysis and Vygotskian psychology, Part I. J Am Psychoanal Assoc, 349-79. Y., H. (2004). He sees the development of children's concepts upon a background of sociology": Jean Piaget's honorary degree at Harvard University in 1936. Hist Psycho, 20-44.