Technology in Mathematics :: Education School

on that point are many a(prenominal) different ideas as to how applied scienceshould be used in the mathematical classroom of today.There are those who believe that students will not learn as multitudes if they use technology much(prenominal) as computers and estimators, and there are thus far others that believe thistechnology can benefit students if used in the kosher right smart.After reading many articles on the use of technology in themathematical classroom, I have to agree with NCTMsTechnology Principle, which states that technology isessential in teaching and nurture mathematics itinfluences the mathematics that is taught and enhancesstudents learning (Principles 24).What the Technology Principle is not saying that somemay get a line is that students will not have to learn howto solve problems on their own. The way I see it, theprinciple is telling us the very reversion of this. We allknow as future teachers and current students ourselves,that we must take the appl ications and why we do themto really attend mathematics. In other words, wecannot save memorize the steps of application and plug itinto our calculator, but rather we must understand why thesteps were done and what our results mean. After thestudents have shown that they understand the material andapplications, the teacher may allow his or her students touse the calculator once the applications have becometedious for the students. For example, if we asked a groupof conglutination students to find the maximum of a line, wewould not expect them to graph the serve well by hand and tryto guess where the point is, we would instead advance themto use their calculators to find the best estimate of thepoint. So, even in compositors cases such as this, technology can beused to further evidence the reasoning behind a problem.It may be the case that we call for our students to work on theapplication, and then again it may be the case that we wantour students to be able to see what they are doing theapplication for. The simply thing we really have to becareful of is not to permit technology replace the basicunderstandings and intuitions (Principles 25).Technology can be a great tool for teachingmathematics because we can show and see visual formwith such programs as The Geometers Sketchpad and manyothers. Programs such as these attend students to visualizeproblems, and can also help teachers better explain themathematical concepts. One of the questions we hear a lotin mathematics is why? I can even believe teachersstruggling to answer these questions with their crudedrawings on the board or their verbose explanations.