There are various ideas about how technology
should be used in the statistical classroom these days.
There are people who believe that learners will not learn as
much if they use technology just like computers and
calculators, in addition to still other folks that consider this
technology can benefit learners if utilized in the proper way.
Following reading a large number of articles within the use of technology in the
mathematical classroom, I have to agree with NCTM's
Technology Rule, which declares that "technology is
vital in educating and learning mathematics; that
influences the mathematics that may be taught and enhances
students' learning" (Principles 24).
The actual Technology Principle is not saying that a few
may understand is that students will not have to find out how
to resolve problems by themselves. The way I realize it, the
principle can be telling us the very contrary of this. We all
know while future teachers and current students yourself
that we need to understand the applications and how come we carry out them
to truly understand math concepts. In other words, all of us
cannot just memorize things of program and put it
into our calculator, but rather we need to understand why the
steps were done and what our results imply. After the
learners have shown that they understand the material and
applications, the educator may enable his or her students to
make use of the calculator as soon as the applications are becoming
tedious pertaining to the students. For example , if we asked a group
of Calculus pupils to find the maximum of a collection, we
will not expect them to graph the function by hand and make an effort
to guess where the level is, we would instead encourage them
to work with their calculators to find the best estimate of the
point. So , even in cases like this, technology can be
used to even more demonstrate the reasoning lurking behind a problem.
It may be the case that individuals want each of our students to work on the
application, and then again it may be the situation that we need
our pupils to be able to observe what they are carrying out the
software for. The single thing we really have to be
careful of is not to let technology replace the "basic
understandings and intuitions" (Principles 25).
Technology could be a great tool to get teaching
math concepts because we are able to demonstrate and shape visual type
with such programs as The Geometer's Sketchpad and a lot of
others. Applications such as these help students to visualize
problems, and may also help teachers better explain the
mathematical ideas. One of the inquiries we listen to a lot
in mathematics is usually "why? " I can possibly remember instructors
struggling to reply to these questions with their primitive
drawings for the board or their wordy explanations.