Manchester University



Robin HarmonOctober 30, 2009MATH 303Dr. BrauchMy Philosophy on Technology in the Mathematics ClassroomMy personal history greatly affects my philosophy on the use of technology in the mathematics classroom. I came from a small, rural school where funding was low and technology was at a minimum. In grade school I do not recall using any forms of technology. In middle school, a calculator became a requirement. Every year though, we were not allowed to use our calculator until we demonstrated mastery of a skill. In my Pre-Calculus class, we were not allowed to use our calculators until we began working with sine, cosine, and tangent. I never used the computer or internet in a math class.Over the years, technology that can be used in the math classroom has increased greatly. I feel that students are now expected to learn much more math by the time they finish school compared to years previously with no technology. I also feel that many concepts are being introduced at a much younger age. A computer game can present math to a student in a way that disguises math as a game and not necessarily as learning math. Many teachers do not know how, or have the resources, to teach students these abstract concepts at a very early age. By laying the basis for this mathematical learning so early teachers are able to enforce the standards fairly easily. I believe that calculators have their place in any classroom. I do believe that calculators should not be used until a student has mastered a skill. If a student uses a calculator before they have mastered a skill then they will never fully understand what they are doing. I also find it very important to be able not to depend on a calculator because many of the standardized tests do not allow students to use them. If I were to give a calculator to a third grader to use for addition, subtraction, early multiplication, and division when they take the ISTEP and are not able to use the calculator, there score would probably be very low or even failing. Calculators should be used in times where students are expected to perform math at a very quick pace, such as in a science experiment. The only time this does not hold true is when a student is performing rote math at a fast pace, such as on a times test. I feel a student can benefit from using a calculator in other subjects that are reinforcing a math concept as long as the concept is one that students have or are very close to mastering.I am not very familiar with much, if any, of the mathematical computer software that is available for students. From what I know, it is best to use these programs as supplements to a regular math curriculum. I feel that these programs may enhance a student’s knowledge in an area but it is important to ensure that the student has strong background knowledge before using the program. It is important that the students are engaged in learning the math and not just with the graphics in the program. A teacher should assess a student’s learning on these programs to ensure that the student is learning what is to be expected. Since I would be using these programs in my classroom as a supplement to the regular curriculum, I am not as worried about them being so culturally equitable. Those not being culturally equitable could provide the base to a social studies lesson.Any computer games should be used as supplemental material. If students do not understand a concept then maybe using one of the games could help that student to grasp what they are struggling with. These games could also be used as free time activities. The websites should be previewed. The ones the teacher likes could be compiled into a list and then sent home to parents as an approved list of educational websites. Many parents would appreciate this as they feel that a student’s time on the computer is often wasted on mindless games that teach nothing.Students, especially older ones, can benefit from websites such as Wikipedia by trying to gain a general understanding of a topic. One activity I have seen done is that students are given a topic to look up on Wikipedia. They then proofread for errors or look for ways to explain a topic better. These types of websites can be misleading to students so they should be used with great caution.The methods used in the Field Experience Guide suggest using calculators to let students explore a new subject. I feel that this is not a wise thing to do. If a student is learning a new concept, I feel they should be given some concrete information before they are allowed to explore. Also, I do not feel it is appropriate to give young children technology without help from a teacher. The student may misuse the technology they are given. By introducing a topic and not having it be teacher controlled, the teacher runs the risk of the students establishing a wrong base of knowledge.I agree with the NCTM. Technology does hold a place in any classroom. It also says that it is important that a student establishes a base knowledge of what is being taught. The technology is there to enhance the knowledge. It is also important that students know how to use the technology because many times they will be expected to know how to use it. By being able to use the technology and knowing why the answers are what they are, students are able to better use their skills to solve mathematical problems they encounter in their everyday lives. ................
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