Issues and Problems in Mathematics Instruction
Technology supports mathematics instruction because it builds conceptual knowledge and makes connections to the real world. Roblyer and Doering (2013) outline the following current issues and problems that pertain to technology integration in mathematics education.
Accountability for Standards
The National Council of Teachers of Mathematics (NCTM) identify six principles as well as five content standards and five process standards related to mathematics instruction. The six principles outlined in Principles and Standards for School Mathematics include the following:
1. Equity
2. Curriculum
3. Teaching
4. Learning
5. Assessment
6. Technology (NCTM, 2009 in Roblyer & Doering, 2013, p. 309)
The Technology Principle states “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.” (NCTM, 2009 in Roblyer & Doering, 2013, p. 310) Furthermore the ten standards include both content and process as listed below:
Content Standards
1. Numbers and Operations
2. Algebra, Geometry
3. Measurement
4. Data Analysis
5. Probability (NCTM, 2009 in Roblyer & Doering, 2013 p. 309)
Five Process Standards
1. Problem Solving
2. Reasoning and Proof
3. Communication
4. Connections
5. Representations (NCTM, 2009 in Roblyer & Doering, 2013 p. 309)
These guiding principles and standards are meant to help teachers prepare students for work in a field that is highly technical. Ultimately, these skills help students gain knowledge and skills necessary for work in a society that requires mathematical abilities for economic and political growth.
Challenges in Implementing Principles and Standards
Technology in mathematics requires a shift towards student-centered instruction. Roblyer and Doering (2013) suggest using computer software to accomplish the three goals for selecting and using technology in mathematics instruction. First, teachers should combine both on- and off- computer activities. Second, teachers should think about technology as a mathematical tool and not a teaching tool. Third, teachers should think about technology as a way to develop student thinking (p. 310)
Directed and Constructivist Strategies
Opposing views about mathematics instruction include the dichotomy between teacher-centered and student-centered learning. According to Roblyer and Doering (2013) this contention is known as the “math wars.” (p. 310) It is important to note technologies exist that supports both types of learning. Finally, the approach that teachers use defines their selection and usage of technology in mathematical instruction.
Technology in mathematics requires a shift towards student-centered instruction. Roblyer and Doering (2013) suggest using computer software to accomplish the three goals for selecting and using technology in mathematics instruction. First, teachers should combine both on- and off- computer activities. Second, teachers should think about technology as a mathematical tool and not a teaching tool. Third, teachers should think about technology as a way to develop student thinking (p. 310)
Directed and Constructivist Strategies
Opposing views about mathematics instruction include the dichotomy between teacher-centered and student-centered learning. According to Roblyer and Doering (2013) this contention is known as the “math wars.” (p. 310) It is important to note technologies exist that supports both types of learning. Finally, the approach that teachers use defines their selection and usage of technology in mathematical instruction.
Reference
Roblyer, M. D., & Doering, A. H. (2013). Teaching and Learning with Technology in Mathematics and Science. Integrating educational technology into teaching (6th ed., pp. 308-327). Boston: Pearson/Allyn and Bacon Publishers.
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