Technology Integration Strategies for Mathematics Instruction
Strategies for integrating technology in mathematics education include are based on the principles and standards outlined by National Council of Teachers of Mathematics (NCTM). Eight strategies are highlighted in the outline below.
Connecting abstract and concrete knowledge with virtual manipulatives.
To gain a deep understanding of mathematics concepts, students must make the connection between abstract and concrete knowledge. According to Roblyer and Doering (2013) virtual manipulatives provide a context for young students to explore complex ideas in a tangible way.
Providing representation of mathematical principles.
Visualizing mathematical principles is key for students to internalize complex rules and procedures. According to Roblyer and Doering (2013) one benefit of providing representation is creating a context for mathematical exploration and discovery. (p. 311) This notion is substantiated by King (2009) who describes the role of technology in Universal Design for Learning, a framework for making learning accessible for all students. One of the key principles of UDL is providing multiple means of representation. This principle can be achieved using technology.
Supporting mathematical problem solving.
Teachers can integrate technology to support problem solving. According to Roblyer and Doering (2013) benefits of this strategy include helping students collect data, providing a motivating environment for learning, and giving students opportunities to apply mathematical knowledge and skills. (p. 311)
Applying data-driven curricula.
Data analysis is a very important part of mathematics. Implementing data-driven curricula is beneficial because it helps student explore and develop skills related to data analysis and statistics.
Promoting mathematical communication.
Teachers can use technology to promote and support mathematical related communication. As stated by Roblyer and Doering (2013) the benefits of this strategy include interactions with math experts, promoting social interaction, and facilitating relationships between teachers. (p. 312)
Encouraging skill building and practice.
Teachers can use technology to build skills and provide guided practice in mathematical education. The benefits of this strategy include increasing motivation in a context that is structured for individual students.
Offering mathematical resource websites for teachers.
In order for teachers to continue providing effective mathematics instruction that includes technology, they must have access to lesson plans and materials on various topics.
Reference
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Retrieved August 20, 2011 from http://www.cast.org/udl/index.html
King-Sears, M. (2009). Universal design for learning: Technology and pedagogy. Learning Disability Quarterly, 199-201. Retrieved August 23, 2014 from http://www.txite.org/pdf/docs/Programs/ME/UDLandLD.pdf
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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