As a teacher of Grades 8 and 9 upon the roll out of K to 12 Curriculum in 2012, and even in the preceding curricula, many students who are poor both in comprehending and analyzing different math concepts, principles and formula.  Atkin, J.M. (2005) asserted that innovations in the methods of teaching and the use of of teaching aids may improve students’ feeling of success and may help them develop confidence and lessen anxiety in mathematics.  He further stated that more students benefit when their instructors use a variety of methods, including strategies that allow students to learn partly in a way they prefer, increasing willingness to learn and comprehend, and providing a new perspective which can lead to greater skill acquisition.

            According to the Principles and Standards for School Mathematics (2000), the National Council of Teachers of Mathematics (NCTM) stated that one of the essential tools for teaching and learning is the use of technology in mathematics classroom.  It further said that it influences mathematical content as well as the way teachers teach mathematics, at the same time it enhances student’s learning.  NCTM recommended that technology be used wisely by well-informed teachers to support mathematical understanding.

            At present, there are also debates concerning the effects of using technology in mathematics instruction.  In many traditional mathematics classrooms, the teacher leads a large group demonstration of skills followed by individual practice.  The students sit in rows watching the teacher as she demonstrates the procedure to be learned with a shift to students’ eyes intent on papers as they practice what the teacher has demonstrated.  Fortunately, this picture of traditional mathematics classroom is changing.  Encouraged by the present curriculum, use of technology in the classroom has increased, and technology-enhanced classrooms are becoming more prevalent.

            A number of different technologies are being used in today’s math classrooms with varying degrees of success.  Technologies such as graphing calculators allow students to explore more difficult problems than educators would have dared to assign years ago.  Graphing calculators allow investigation of functions through tables, graphs and equations in ways that were not possible before their proliferation.  Further, graphing calculators allow the focus to be on understanding and setting up and interpreting results.

            The positive effects of mathematics and technology instruction such as computer-mediated learning are becoming more prevalent in the mathematics classroom.  Replacing “drill and kill” worksheets, software that is one-on-one, self-paced and provides immediate feedback can help remediate and enhance students’ understanding.

            At present, much is available on how technology can be useful in the mathematics classroom.  Although research concer5ning the effects of technology on mathematics is increasing.

           

Reference::

Atkin, J.M. The OECD study of innovations in science, mathematics, and technology education,              Journal of Curriculum Studies, 30, 647-660

By: Renato B. Cruz | T-II | Bagac National High School Parang, Bagac