Integrating New Technology in Mathematics Classrooms

For my final paper, I would like to write about how technology can be integrated into mathematics courses, and the impact it has on retention of student knowledge of mathematical concepts.  I have learned how students do not always learn best by the traditional methods that schools are using.  I see it in my current job where many students lean towards technology such as video or visuals, in order to fully understand a concept.  Learning how others have incorporated various technologies into their classes is interesting and gives me ideas as to what I can do to help the students that I see on a daily basis.  I try to link a math problem to a real world situation, however if there are some low tech options that I can bring to the tutoring center, I think it would be a tremendous help.  I could also incorporate these ideas into the classes I teach, but in a different way, which would help my students perform better in the course.

Annotated Bibliography

Chiu, J. L., Malcolm, P. T., Hecht, D., DeJaegher, C. J., Pan, E. A., Bradley, M., & Burghardt, M. D. (2013). WISEngineering: Supporting precollege engineering design and mathematical understanding. Computers & Education, 67142-155. doi:10.1016/j.compedu.2013.03.009

                This article introduces an engineering web-based learning environment in which students can improve their mathematical knowledge.  This program was given to two seventh grade classes who were then tested on the understanding and retention of concepts learned.  This article gives me an older group of students to include as well as faculty and administration feedback on how their students received the program.

GASSER, K. W. (2011). FIVE IDEAS FOR 21ST CENTURY MATH CLASSROOMS. American Secondary Education, 39(3), 108-116.

                This article offers five approaches to the way that instructors can make math curriculum more interesting to students and engage them in class.  By drawing on Asian school practices the author gives updated versions of problems already presented in classes in which students may be better able to connect with.  This article will allow me to give ideas of how to update math curriculum and still be able to connect with students without technology.

Kiger, D., Herro, D., & Prunty, D. (2012). Examining the Influence of a Mobile Learning Intervention on Third Grade Math Achievement. Journal Of Research On Technology In Education, 45(1), 61-82.  This article summarizes a study between two third grade classrooms, on the performance found   when different math learning methods were taught.  It discusses different teaching methods as well as how the students learned and were able to perform on exams.  This article will be beneficial in seeing how technology can influence the learning of young children versus the normal teaching methods.

McManis, M. H., & McManis, L. D. (2016). Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers. Journal Of Information Technology Education, 15409-429.

This article discusses a touch screen learning system that was used in a low-income preschool in order to assess their retained knowledge of math skills.  Children in 18 classrooms were given this system and then were tested to determine if the program helped them improve their math literacy.  This article will help in giving empirical data on math retention in young children while also showing how a touch screen learning system can keep them interested and learning.

  Urban-Woldron, H. (2015). Motion sensors in mathematics teaching: learning tools for understanding general math concepts?. International Journal Of Mathematical Education In Science & Technology, 46(4), 584-598. doi:10.1080/0020739X.2014.985270

                This article encourages the use of technologies such as motion detectors and motion sensors in class in order to help students understand different mathematical concepts.   Allowing students to collect data and then calculate basic math concepts allows for a greater understanding of what these ideas represent.  This article will help bridge the gap between simply changing the way a classroom is taught and working purely online or with technology by allowing students to find their own data.