Abstract
The implementation of technology into the mathematics classroom results in increased academic achievement and a higher level of critical thinking skills in students in grades 9-12. Desmos, a rather new mathematics specific technology, provides students with multiple representations of mathematics, thus promoting a higher level of achievement amongst students. The aim of this chapter is to review the current literature regarding different technologies that support students learning of mathematics, as well as review the best practices for educators to implement the technology into the classroom. In addition, this chapter will compare and contrast a variety of technologies to discuss the best evidence-based practices for the teaching and learning of mathematics.
TopBackground
This article will address the effects of the implementation different mathematical software in the classroom and its effects on student learning. More specifically, this article will look at the effect on conceptual understanding through multiple representations, as well as a constructivist style of teaching and learning.
Conceptual Understanding
Traditional methods of teaching mathematics primarily rely on direct instruction, promoting rote memorization and procedural fluency amongst students (Yurekli et al, 2020). Teaching students to learn mathematics for conceptual understanding challenges the traditional methods of instruction and learning. Yurekli (2022) defines conceptual understanding of mathematics as the way a student can learn, process, and apply their learning across different mathematical disciplines. Furthermore, Malatjie & Machaba (2019), describe conceptual understanding as the ability to see mathematics in different forms and different situations. With this, students are able to see the natural progression and flow of mathematics from one topic to the next, rather than see mathematical concepts as isolated beings. Having a strong level of conceptual understanding allows students to build on their knowledge of mathematics and shift old concepts to encompass new ones.
Key Terms in this Chapter
Constructivist Learning Theory: The theory that says learners construct knowledge rather than just passively take in information. As people experience the world and reflect upon those experiences, they build their own representations and incorporate new information into their pre-existing knowledge (schemas).
Achievement: Academic achievement or academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals.
Desmos: An online mathematical computer software that allows students and teachers to interact while students are working.
Student-Centered: Student-centered learning, also known as learner-centered education, broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student.
Dynamic Geometry Software: A type of computer program that allows users to create and explore geometric constructions and figures. Unlike static drawings or diagrams, DGS enables users to manipulate the shapes and observe how their properties and relationships change dynamically.
Self-Efficacy: In psychology, self-efficacy is an individual's belief in their capacity to act in the ways necessary to reach specific goals.
Khan Academy: A non-profit organization that provides students with an online, educational resource on demand at any time.
Teacher Professional Development: Structured professional learning that results in changes in teacher practices and improvements in student learning outcomes.
GeoGebra: GeoGebra is a dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one engine.
Conceptual Understanding: Is an integrated and functional grasp of mathematical ideas. Students with conceptual understanding know more than isolated facts and methods. They understand why a mathematical idea is important and the kinds of contexts in which it is useful.