Technology in mathematics education

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"Appropriate and integrated use of technology impacts every aspect of mathematics education: what mathematics is taught, how mathematics is taught and learned, and how mathematics is assessed (National Council of Teachers of Mathematics [NCTM], 2000)." (Powers & Blubaugh,(2005).

## Contents

* 1 Teacher education
* 2 Environments / software
* 2.1 List of online mathematics learning services
* 3 Research Instruments
* 3.1 Attitude towards mathematics
* 4 Links
* 5 Bibliography

## Teacher education[edit | edit source]

## Environments / software[edit | edit source]

### List of online mathematics learning services[edit | edit source]

* Tenmarks. Defunct Amazon service (ended June 2019)

* Desmos. Quote: "[..] digital activities, covering grades 6-12 and expanding quickly to other areas of math. Those activities take advantage of everything that makes computers special. They invite students to create their own mathematical ideas, rather than just consuming ours. They encourage students to share their creations with each other, rather than with a grading algorithm. We distribute those activities for free on our website and through partnerships with curriculum publishers." (About, July 2 2019)

* Ascend Math. Quote. "This research-based program is an online individualized instructional resource which identifies skill gaps, prescribes targeted instruction and motivates students to succeed. Schools may use Ascend Math as a Core Math Curriculum or a Supplemental Math Curriculum to target the needs of special populations including Tier II and Tier III Interventions, Special Ed, Gifted and Talented, Algebra Readiness, Acceleration and Credit Recovery." (July 2 2019)

* Freckle. Quote "Freckle empowers teachers to differentiate instruction across Math, ELA, Social Studies and Science." (July 2 2019)

* Zearn. Quote: "Zearn Math is a uniquely integrated approach to math teaching and learning, connecting a rigorous curriculum with a cohesive classroom system, professional development based on pedagogical content, and actionable reports on student learning." (Approach, July 2 2019]).

* Khan Academy. Quote: "Khan Academy offers practice exercises, instructional videos, and a personalized learning dashboard that empower learners to study at their own pace in and outside of the classroom. We tackle math, science, computer programming, history, art history, economics, and more. Our math missions guide learners from kindergarten to calculus using state-of-the-art, adaptive technology that identifies strengths and learning gaps." (About, July 2 2019)

* IXL. Quote: "IXL is personalized learning. With a comprehensive K–12 curriculum, individualized guidance, and real-time analytics, IXL meets the unique needs of each learner" (July 2 2019). IXL covers several subject areas in several languages.

* DreamBox. Quote: "DreamBox Learning Math is an adaptive, online K-8 math program designed to complement classroom instruction and deliver results." (July 2 2019).

See also general purpose environments listed in the Category:Classroom technologies category, e.g. Classroom management software. Some of the above also can qualify as classroom management software.

## Research Instruments[edit | edit source]

### Attitude towards mathematics[edit | edit source]

Gibson and Bell (2011) developed a questionnaire to measure attitudes towards mathematics for a teacher students of the design and technology program. It "was composed of 22 statements, adapted from the work of Ernest (2000) which examined attitude to Mathematics, where a value of 1 indicated strong disagreement to a statement and a value of 5 indicated strong agreement with the statement. The statements were presented randomly within the questionnaire so as to avoid bias and were of two types. The first type explored their attitude to Mathematics not within the context of Technology and Design. Type two style statements considered their attitude to the mathematical elements within their work in Technology and Design. Typical type two statements included: “I feel at ease with work in Technology and Design which involves the use of Mathematics.” “I’m fearful that I will make mistakes if I have to use Mathematics in the Technology and Design classroom.” and “I am fairly confident about my ability to use Mathematics within Technology and Design." (Gibson and Bell, 2011).

Items:

* I have always been confident about my ability to do Mathematics.
* I am fairly confident about my ability to use Mathematics within Technology and Design.
* I try to avoid Technology and Design work which involves the use of Mathematics because I am not very good at athematics.
* Mathematics is a subject that is easy.
* I am at ease using Mathematics within Technology and Design.
* I feel insecure when undertaking Technology and Design work that involves Mathematics.
* I try to avoid Technology and Design work which involves the use of Mathematics because I do not like working with Mathematics.
* I find Mathematics difficult.
* I am not good at Mathematics.
* I like Technology and Design work which involves the use of Maths.
* Sometimes I am fearful of Technology and Design that involves the use of Mathematics.
* Technology and Design work which involves Mathematics is good.
* I feel confident in my ability to use Mathematics in my Technology and Design work.
* It makes me nervous to think about tackling the Mathematics within Technology and Design.
* I find work within Technology and Design that employs Mathematics difficult.
* I feel that I am reasonably good at Mathematics but I can’t apply it to problems.
* I’m concerned that I will make errors when I am using Mathematics in the Technology and Design classroom.
* If I have to undertake any kind of calculation within Technology and Design I will always look for some form of help.
* Throughout school I have never liked Mathematics.
* I find the Mathematics within Technology and Design to be easy.
* At times I dislike Technology and Design because it involves Mathematics.

## Links[edit | edit source]

* International Journal of Mathematical Education in Science and Technology,

## Bibliography[edit | edit source]

* Geiger V., Forgasz H., Tan H., Calder N., Hill J. (2012) Technology in Mathematics Education. In: Perry B., Lowrie T., Logan T., MacDonald A., Greenlees J. (eds) Research in Mathematics Education in Australasia 2008–2011. SensePublishers, Rotterdam

* Gibson, Ken S; Bell, Irene. When Technology and Design Education is Inhibited by Mathematics. Design and Technology Education: an International Journal, [S.l.], v. 16, n. 3, nov. 2011. ISSN 1360-1431. Available at: https://ojs.lboro.ac.uk/DATE/article/view/1662. Date accessed: 10 july 2018.

* Powers, R., & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education [Online serial], 5(3/4). Retrieved from http://www.citejournal.org/volume-5/issue-3-05/mathematics/technology-in-mathematics-education-preparing-teachers-for-the-future