Technology in Mathematics

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.

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