Using The Internet In Teaching Algebra To Middle School Students: A Study Of Teacher Perspectives And Attitudes

During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the Internet for students and teachers, which should be implemented in the classroom to support and improve algebra instructions. This study seeks to identify the extent of the middle school teacher’s awareness of using the Internet to teach and develop students’ learning of algebra. The participant’s teachers in this study are teaching in schools located in a rural Appalachian region of a Midwestern state in the United States.  The study found that the Internet’s function in the algebra classroom within this particular group of middle childhood teachers are used for purposes that do not contribute to algebra instruction.

Instructional Technologies and Pre-Service Mathematics Teachers’ Selection of Technology

There are many available technologies that can assist future teachers to deliver instruction. The purpose of this paper is to provide a brief review of literature identifying available technology tools in mathematics education and which technologies are selected by PSTs to design mathematics lesson activities. The most commonly used and available technology tools in mathematics education and the technological tools most frequently selected by PSTs are described, based on an analysis of 68 lesson activities. The result shows that PSTs selected technology activities based on an assigned topic and grade level. Keywords: Technology, Mathematics Education, Lesson Activities, Pre-service Teacher

An Examination of Pre-Service Mathematics Teachers\u27 Integration of Technology into Instructional Activities Using a Cognitive Demand Perspective and Levels of Technology Implementation

Technology has changed every aspect of our lives such as communication, shopping, games, business, and education. Technology has been used for decades in the teaching and learning environment in K-12 education and higher education, especially in mathematics education where the use of instructional technology has great potential. Today\u27s students have grown up in the technology era, so our education system should consider this situation before developing curriculum and instructional strategies. Technology can increase the quality of mathematical investigations, portray meaningful mathematical ideas to students and teachers from multiple perspectives, and change traditional ways of doing mathematics (NCTM, 2000). According to NCTM\u27s Principles and Standards for School Mathematics (2000), technologies not only increase students\u27 understanding and learning of mathematics but also help teachers make instruction more effective and meaningful for students. The purpose of this study is to explore how pre-service teachers design mathematics lesson activities that integrate technology. Specifically, the level of cognitive demands of the mathematics tasks in the technology activities: 1) created by pre-service teachers (PST) for an assignment in their elementary, middle level, and/or secondary mathematics methods course, and 2) created and used by secondary mathematics PSTs during student teaching were examined. PSTs designed technology-based instructional activities with high-level cognitive demands, and the mean scores were increased for Described Implementation and Student Response. In these instances, elementary and secondary level PSTs were able to select technology-based tasks with high cognitive demands in greater percentages than middle level PSTs. The mean scores for Described Implementation and Expected Student Response were higher than the means for Potential of the Task for all grade levels. However the means scores for Expected Student Response were lower than the means for Described Implementation for the elementary and middle levels, and the means scores are same for the secondary level. The results also indicated that PSTs were doing very well with their own personal computer use, troubleshooting, identification of instructional practices that reflected a learner-based curriculum design, and effectively technology implementation. By the analyzing relationship between IQA rubrics scores (Potential of the Task, Describe Implementation, and Expected Student Response) and each LoTi-Digital Age levels (PCU, CIP, and LoTi), the researcher discovered that the LoTi Digital-Age scores did not correlate with the IQA scores

Mathematics in the Age of Technology: There is a Place for Technology in the Mathematics Classroom

In today’s world of ubiquitous computing there are a number of technologies available to K-12 educators for teaching and learning mathematics. However, Koehler and Mishra (2008) have described how teaching and learning with such technologies presents a “wicked problem,” as it can involve a number of variables, independent of each other and contextually bound, that need to be brought together. This article highlights the advantages technology offers for mathematics education and looks at some of the reasons behind the poor uptake, such as teacher beliefs and lack of training. A number of solutions are offered to address these issues, including the TPACK framework, and a case is made for using technology in the mathematics classroom

Virtual Reality in Mathematics Education (VRiME):An exploration of the integration and design of virtual reality for mathematics education

This thesis explores the use of Virtual Reality (VR) in mathematics education. Four VR prototypes were designed and developed during the PhD project to teach equations, geometry, and vectors and facilitate collaboration.Paper A investigates asymmetric VR for classroom integration and collaborative learning and presents a new taxonomy of asymmetric interfaces. Paper B proposes how VR could assist students with Autism Spectrum Disorder (ASD) in learning daily living skills involving basic mathematical concepts. Paper C investigates how VR could enhance social inclusion and mathematics learning for neurodiverse students. Paper D presents a VR prototype for teaching algebra and equation-solving strategies, noting positive student responses and the potential for knowledge transfer. Paper E investigates gesture-based interaction with dynamic geometry in VR for geometry education and presents a new taxonomy of learning environments. Finally, paper F explores the use of VR to visualise and contextualise mathematical concepts to teach software engineering students.The thesis concludes that VR offers promising avenues for transforming mathematics education. It aims to broaden our understanding of VR's educational potential, paving the way for more immersive learning experiences in mathematics education

Teachers\u27 Perceptions of Manipulatives During Middle School Math Instruction

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district\u27s math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers\u27 perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles\u27s andragogy and Piaget\u27s cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers\u27 knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers\u27 practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance

Teachers\u27 Perceptions of Manipulatives During Middle School Math Instruction

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district\u27s math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers\u27 perceptions of PD and perceived self-efficacy regading the implementation of manipulatives. Knowles\u27s andragogy and Piaget\u27s cognitive development theories framed this study. A homogeneous sample of 12 voluntary participants with more than 5 years teaching middle school math, both with and without access to manipulatives, volunteered to participate in this study. Data from observations, interviews, and archival documents were analyzed using comparative and inductive analyses and were analytically coded. Participants reported a need for PD that focused on physical and virtual manipulatives (PM and VM) and a low perceived self-efficacy regarding manipulatives use during math instruction. A blended PD using face-to-face and distance learning formats was designed to increase math teachers\u27 knowledge of and perceived self-efficacy with PM and VM for math instruction. This endeavor may contribute to positive social change by reforming PD opportunities to support teachers\u27 practice and self-efficacy using manipulatives during math instruction, ultimately increasing student performance

Teaching Strategies Utilized by Mathematics Teachers in the 21st-Century

Due to the increasing demands of the twenty-first century work environment, education system must reflect those skills essential for success. Through the development of the 21st-century standards for teachers and students, the Philippines education system has begun the reform process to initiate change towards addressing these new skills. It is through the introduction of various strategies and innovative materials in the teaching-learning process aligned with the development of the 21st-century skills. This study dealt with the teaching strategies utilized by mathematics teachers in the 21st-century in the Schools Division of Urdaneta City during the S.Y. 2019-2020. A total of one hundred two (102) secondary mathematics teachers of the SDO Urdaneta City served as the respondents. Data were obtained using a researcher-designed questionnaire checklist which was validated by experts in the field. Results showed that the least utilized 21st-century teaching strategy by the mathematics teachers is multimedia-based. Thus, a gamified PowerPoint presentation to support the application of multimedia-based strategy was developed. Interestingly, this study found significant differences in the extent of utilization of the teaching strategies by mathematics teachers across sex and type of school. Moreover, findings revealed that significant relationships exist between the extent of utilization of the teaching strategies by mathematics teachers and the profile variables age, sex, relevant training at the national level, and type of school. It was recommended that Mathematics teachers should be encouraged to utilize the gamified PowerPoint template to supplement the teaching-learning process in Mathematics

How Technology Can Be Integrated Into The Seventh Grade Mathematics Classroom To Ensure A Positive Impact On Student Learning And Engagement

In recent years, there has been a movement for more technology in classrooms across the country. With this new movement, many teachers and students have been hesitant on where to begin and how to use technology in the classroom. This movement in education led for the author to explore the following research question: How can meaningful technology resources be integrated into the seventh grade mathematics classroom to ensure a positive impact on student learning and engagement? This Capstone records one teacher’s creation of a website designed to offer students and teachers an array of resources in one location for the middle school math classroom, while aligning to the Minnesota State Mathematics Standards

The Influence Of Virtual Manipulatives On Second Grader\u27s Acquisition Of Place Value Concepts

The purpose of this study was to examine my own practice of teaching place value and the influence virtual manipulatives had, in addition to physical manipulatives, on place value understanding of my second grade students. I wanted to see how adding a base-ten computer applet might better meet the needs of all learners while also meeting the needs of today’s technological classroom. Through this study, I found that both physical and virtual manipulatives helped students acquire place value concepts. I found that virtual manipulatives had features that engaged students in a way that increased their mathematical language, increased students’ ability to represent more conceptual understanding of composing and decomposing numbers, and express enthusiasm towards mathematics. A pretest and posttest revealed that students’ academic performance increased. While research on virtual manipulatives and mathematical achievement is fairly recent, this study offers insight to other classroom teachers and the research community