Research on the effects of technology use on the teaching

and learning of mathematics

Research can be defined as•diligent inquiry or examination to seek or revise facts, principles, theories, applications, etc; laborious or continued search after truth.

~Wikitionary

•to study a subject in detail, especially in order to discover new facts or test new ideas

~ Longman Dictionary

Research done to study the effects of technology use on teaching and learning of mathematics

http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/54/f9.pdf

Mathematics Education Research journal (article)

This article focuses on classroom usage of technology in particular, on new electronic computing media. It also discusses several conceptual frameworks through which classroom technology usage and its effects on learning might be viewed. There are also questions posted along the article for further clarification.

Generally, technology is now commonly used in classrooms and this integration of technology helps in enhancing the teaching and learning of mathematics.

• Input > Output

frequency of classroom use of computers - did not appear to translate into higher test scores

•Usage of computers Students who used computers less but for the purpose of specific applications and real problem solving (higher order skills learning) score better than students who use computers frequently for drilling and practice.

• Role of computers help develop students computer skills, support learning efficiently and effectively namely making the lower order processes more efficiently in solving problems, extend learning where students can examine further examples and representations as well as transform learning in which students explore graphical content that is difficult to understand without the use of computers.

•Role of the teacher vital – guide and facilitate drill and practice as well as using computers to apply higher order thinking skill (HOTS)

•Young children use of calculatorsChildren will not become reliant of calculator when they know other methods of computation,

Can perform better in interpreting their answer for example decimals,

Demonstrate better understanding of negative numbers, place value in large numbers and decimals,

More successful as problem solvers for the weak ones when given access to calculators.

Express more confidence when attacking matematical problems

Attitude towards mathematics improve when calculator is part of the classroom routine.

•Classroom interactionsChanges the nature of interaction and role of teacher in which teacher plays the role of consultants prompting students in discussions.

•Students attitudeIncrease students interest in learning mathematics

Develop confidence in students learning process for instance solving complex mathematical problems.

Provides a mechanism for students to discover own errors when they check their answer

make them able to see clearly mathematical connections and to focus on the concepts.

•EnvironmentComputer rich learning environment simulates and improves students understanding on mathematical concepts.

Students perform better in mathematical modelling task and general problem solving task.

Increase interactive learning – promotes exploration, generalizations and reasoning process

Technology serves as a teaching and learning tool in reinforcing students’ understanding towards mathematics. This is because students should be able to visualize in order to make connection to the mathematics concepts. Thus, this helps in achieving the desirable outcomes.

Group members:

Farah Filzah Azizuddin, Izyan Ismail, Loi Choi Yee, Noor Arina Nadiah Abdul Razak, Nur Syahana Shaharudin and Tan Ai Choo