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Integrating Technology into the Math Classroom Authors: Natasha Normington, Jeremy Potter and Jamie Schumacher aU

**Introduction: ** For over 5000 years, the Chinese having been using a form of technology to help their computational needs, the abacus. This ancient device, which helps the user in basic calculations, is still in use in many countries. It is evident that some form of technology has always been present in our classrooms from a Lite-Brite in kindergarten classrooms to the present day Texas Instrument calculators; technology is definitely an integral part of education. Some of the largest names in educational technology are calculators, SMART boards and online programs. However the use of these technologies has sparked some debate on whether or not students are actually learning the content or just how to manipulate the technology to do the work for them.

**Definition: ** **SMART boards:** Interactive whiteboard is an interactive whiteboard developed by SMART Technologies. When introduced in 1991, it was the first interactive whiteboard to provide touch control of computer applications and annotation over standard Microsoft Windows applications. **Calculators:** Modern electronic calculators are small (often pocket-sized), digital, and usually inexpensive devices to perform the basic operations of arithmetic **Online Programs:** Programs on the internet that provide support and educational experiences to students in a variety of subjects and methods.

**History: ** The first commercial electronic computational calculators were developed in 1963. Unfortunately these calculators cost close the same as a family car so many were unavailable to anyone but the government. In 1970 the first pocket-sized calculators were introduced and were far more affordable than their predecessors (Tout, 2011). As years progressed, the calculators became more powerful allowing for far more computations and even some graphic display capabilities. Even now many corporations are working to make faster, more powerful calculators that can process more information. The original SMART board was invented in 1991. Since then SMART technologies has expanded on their original concept and in 2007 they sold their 1 millionth SMART board (Archer, 2010). To this day users as well as employees for SMART technologies continue to create new programs for the SMART board that offer more utility.

**Grade Levels: ** **High School ** In high school, students learn more complicated math like algebra, geometry and calculus. The higher the math requires higher technology. Graphing calculators, according to researcher Andrea Mason, allow students to “to investigate and explore concepts in a much more comprehensive way than when calculators are not utilized” (2010). Students can understand the concepts of functions better when they visually see it. Teachers use graphing calculators in classrooms for “graphing/graphic representation, computation, and multiple representations of a problem” (Mason, 2010). The most common software is the calculator emulator software, the TI graphing. Teachers can also use Podcasts or video lessons to help explain lessons (Computing Technology for Math Excellence). Online sites are often used to help the students visually see problems. Some examples of useful websites and software are: Excel, Geometer’s Sketchpad and MicroWorlds.

**Middle School ** Students are learning more applications to math which require more thinking. Teachers are able to use SMART boards, interactive white boards to engage the students in the material to help keep the students interest. Podcasts or video lessons can be also used to help explain lessons Computing Technology for Math Excellence. New information require students to use basic calculators in the classrooms to help move along topics but the calculators shouldn’t be used the while learning the basic content of middle school math like “times tables, integer operations, simple powers, and the order of operations” ([]). Calculators can also be used for “computation and checking answers” (Mason, 2010). Too much calculator use could result in the lost of information. Math websites are also a good technology to incorporate during lessons. Websites like Technology Integrated in Mathematics and Computing Technology for Math Excellence can provide interactive games, charts and visuals to help reinforce a topic being taught.

**Elementary School ** Students are introduced to mathematics and are taught the basics. Teachers focus on making sure the students understand the material. SMART boards, interactive white boards are a great technology to have in a classroom. Teachers can teach using the SMART boards and engage the students. Elementary teachers can also use online interactive websites like Technology Integrated in Mathematics and Computing Technology for Math Excellence to help increase the student’s problem-solving thinking. Websites like Cool Math 4 Kids are used for the students to play games as well. Simple calculators are introduced but not used heavily.

**<span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 14pt;">Future: ** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Technology is increasing and changing rapidly. Material is available at a click of a button. Programs are use to perform math models and representations that are hard to envision or draw on paper. Computer technology has transformed the mathematical community. This mathematical community is being added to daily with the internet and websites. Students are able to share and investigate mathematical concepts. The impact of the new online mathematical community is still unseen because it is still developing. The internet is also trying to build a better connection between school and home. The internet is an increasing communication device between classes and students, teachers and parents and so forth. (Rubin, 2009). Teachers need to be prepared and equipped to use technology in their classrooms, because the times are changing.

**<span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 14pt;">Advantages: ** **<span style="color: black; font-family: 'Arial Black','sans-serif';">2 Main Advantages ** <span style="font-family: Arial,Helvetica,sans-serif;">The amount of technology and the age that it is being introduced is younger and younger. Many students learn from technology because it surrounds there lives. “Findings revealed that when appropriately used, computers may serve to improve student mathematics achievement as well as enhance the overall learning environment of the school (Mistretta, 2005). The increase in technology can drastically help students if it is used in the correct way. If technology is used as a helpful tool rather than replacement of the knowledge it can help to increase student achievement. The way in which the tool works needs to be known before using the tool Technology Integrated in Mathematics. <span style="font-family: Arial,Helvetica,sans-serif;">The second main advantage would be the increase in time and availability for teachers. Using SMART boards and websites to have children learn concepts and strengthen skills can create a more organized and efficient classroom. The programs could teach the concept and then teachers could help to clarify and cover the topic lightly. Teachers would then have more time to spend on helping students grasp the concepts if they fall behind or struggle. This is also a positive with students who grasp the concepts and skills could move further or look for more challenges.

**<span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 14pt;">Disadvantages: ** **<span style="color: black; font-family: 'Arial Black','sans-serif';">2 Main Disadvantages ** <span style="font-family: Arial,Helvetica,sans-serif;">The first main disadvantage to having technology in a math classroom is that teachers are not equipped with the proper knowledge to integrate technology. Despite these results and growing access to technology, Kent (2001) reports the U.S. Department of Education estimates that only 20% of all public school teachers feel comfortable using technology in the classroom. Of these teachers, 99% have access to computers and the internet somewhere in their schools. However, only 39% reported frequent use of computers or the internet to create instructional materials; 34% used them for record-keeping; and less than 10% used them to access lesson plans, do research, or investigate best practices (Mistretta, 2005, Vol. 15, No. 1). The downfall to this information is that it has been numerous years and the statistics could be drastically different. <span style="font-family: Arial,Helvetica,sans-serif;">The second main disadvantage would be teachers feel that it calculators and other such materials would be helpful, but that it may hinder students mathematical knowledge and the basic mathematical skills that they would learn. Calculators can be a very useful tool and help students use their knowledge to learn new concepts, but calculators should not take away from learning the material and skills.

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**<span style="color: black; font-family: 'Arial Black','sans-serif'; font-size: 14pt;">Conclusions/Opinions: ** <span style="font-family: Arial,Helvetica,sans-serif;">Jamie's Opinion: Integrating technology into the classroom I feel can be beneficial if used in the correct way. I feel that I would want my students to learn the concepts and basic skills before they would be able to use a calculator or other tools. In my opinion students need to understand mathematics before they can use the tools that do the work for them. I would not let the tools take away from the knowledge, but would use tools like these to teach my students the materials.

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<span style="font-family: Arial,Helvetica,sans-serif;">Jeremy's Opinion: Obviously technology is all around us, and yes even in the classroom. Now many critics have said that students are merely pressing buttons and coming up with answers and are failing to learn anything, especially in math. While I will agree that many computational functions can be completed more easily on a calculator I think the calculators bring something to the table that helps students greatly, visualizations. If anyone has ever used a graphing calculator they would know that you can not only record data on the calculator, but you can also take that information and have the calculator represent it in a graph or table. These visualizations are priceless to students and allow the educator to not only show solutions but also display patterns and recognize possible solutions for other problems. =====

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<span style="font-family: Arial,Helvetica,sans-serif;">Natasha's Opinion: I think teachers should incorporate technology in the classroom. This era is so technology based. Younger children now have cell phones and most all children have access to the internet. If teachers need help engaging students in the topic, they should use technology. Students first need to know how to do the math concepts. They need to know how to do math without technology. Technology is great thing to integrate in the classroom but it needs only to be used to reinforce a math concept and to engage the students. =====

**References:** Archer, B. (2010, November 6). In //What Is a Smartboard?//. Retrieved February 12, 2011, from http://www.wisegeek.com/what-is-a-smartboard.htm

"Calculators in the Classroom ......" Worsley School OnLine... the Website for Worsley School ................... Web.

Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1).

Mason, A. (2010). Integrating Calculators in the Secondary Mathematics Classroom: Teachers' Attitudes and Perspectives. Online Submission, Retrieved from EBSCOhost.

Mistretta, R. M. (2005, Vol. 15, No. 1). INTEGRATING TECHNOLOGY INTO THE MATHEMATICS. The Mathematics Educator, 18–24.

Rubin, A. (1999). Technology Meets Math Education: Envisioning a Practical Future Forum on the Future of Technology in Education. Retrieved from EBSCOhost.

Tout, N. (2011). In //Calculator Time-Line//. Retrieved February 12, 2011, from http://www.vintagecalculators.com/html/calculator_time-line.html