THE PRACTICE: Integrating Technology into Middle School Mathematics
Content Presented By:
Eisenhower National Clearinghouse

What is it?

The Technology Principle from the Principles and Standards from School Mathematics (PSSM) states that "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances student learning" (NCTM, 2000, p. 24). Corollary ideas emphasize that technology is not an end in itself but rather a means to the ultimate goal of improved learning and effective mathematics teaching.

The resources that ENC has identified for integrating technology into the classroom support the following three ideas as stated in PSSM:

• Technology enhances mathematics learning.
  

  Calculators, computers, and software provide students with the opportunity to visually explore abstract concepts and representations. Such tools also provide feedback that can foster understanding and the opportunity for teachers to tailor the instruction to fit students' diverse needs. Technology also lends itself to in-depth exploration of concepts.

• Technology supports effective mathematics teaching.
  

  Teachers can improve student learning by choosing mathematical tasks that are supported by available technologies, such as graphing and computing. Virtual manipulatives, representations, and simulations allow for advanced student collaborations and wide collection of data.

• Technology influences what mathematics is taught.
  

  The availability and ease-of-use of technological tools allow for earlier introduction of topics and more in-depth exploration of concepts. Access to real-world data and the computer's facility with "number crunching" free students for fuller investigations and modeling of mathematics.

Questions to Think About:

As the use of technology becomes more complex and more pervasive in education, the issues surrounding its effective use in mathematics teaching and learning become more pressing. The temptation exists to use technology as a panacea for what is perceived as lacking in classroom instruction, leading some educators to fear that teachers will be replaced. Certainly the role of the teacher is changing as classrooms become more inundated with educational technology. Also, the proliferation of technological tools available -- such as powerful graphing calculators, computers, and related software -- for teachers to use can lead to confusion as to which resources are best for a given purpose and student population.

Some questions to consider:

• How do educators identify exemplary educational technology, such as Internet sites and software?

• When does the use of technology support the development of a particular topic?

• How can teachers determine which technological resource is most appropriate for their classroom and curriculum?

• How can technology use improve gender equity and educational opportunity for students?

• In what ways can technology improve teacher learning and practice?

Another Consideration:

The most effective use of technology is as a complement to hands-on classroom learning, not as a replacement or surrogate for teacher-student interaction.

It takes time, effort, and patience for teachers to learn how to effectively incorporate technology into their classroom instruction. The learning curve for some teachers is particularly steep and as technological innovations continue to proliferate, that curve is just going to get steeper. Professional development and ongoing support, training, and maintenance are necessary components to ensure successful incorporation of educational technology into classroom instruction.

Answer This Question: How can teachers best be supported as they endeavor to effectively integrate technology into their instructional practices so as to meet the NCTM standard of enhancing students' mathematical learning?

This resource is developed and maintained by The Education Alliance at Brown University. Seed funding was provided by the U.S. Department of Education. Send comments to: loom@alliance.brown.edu