Technology in the Mathematics Classroom

Don KrystofFrancesco Merenda

Technology & Mathematics

• The implementation of technology in the education classroom has been growing exponentially over time in the classroom. The incorporation of technology into all facets of the classroom has steadily grown as well. The true incorporation of technology in the classroom should elicit growth for students if utilized correctly.

• Technology in the classroom is one of the hot topics in the media right now because of its importance moving towards the future. Many news programs including US news and CNN are consistently covering the topic. Many of the schools are implementing technology into their schools with grants and funds to provide the best education to their students.

• The reason for interest is because of the future and moving forward in the education world. Students will use education to better their overall understanding of concepts and the goal at hand of the research study is to see the importance and growth of students while utilizing technology.

Problem Statement

Research Question: The continuing changing landscape of education has had devastating effects on the learning styles of students within the classroom setting. The main area of interest for the research relates to technology in one of the most important subject areas in a high school, mathematics. The question reads: Does the use of technological components in the classroom have a positive effect and show growth within the geometry classroom? Will students show significant growth and prove the efficiency of 21st century technology?

• The use of technology within the classroom will improve student learning and their will be a positive correlation for the students that utilized technology over the semester longitudinal study.

Literature Review

Impact of Technological Advancement on Pedagogy-Forms of learning are closely related with technological growth within the classroom. P-Learning is the overall process and allows learners to connect with technology in the classroom setting. Goal is to understand the connection between technology and student understanding within concept area.

Cognitive processes developed by students when solving mathematical problems within technological environments-Article discusses the importance of using technology to solve mathematical equations. Students had to analyze the characteristics of reasoning and use this information to guide them in the process of mathematics. Technology use was for allowing students to think in a more mathematical sense.

Technology with Cognitive and Mathematical Fidelity-Concept of technology playing a vital role in the study and understanding of mathematics as a whole. Technology can deepen mathematical understanding and lead to a greater abstraction within the different concepts. Interactive math objects will allow teachers to deepen the learning of their students in the classroom.

Literature Review

Analyzing the Effect of Web-Based Instruction Applications to School Culture within Technology Integration-Study reviews the environment produced by 31 different teachers in a high school setting and their overall integration of the technology in the classroom. Qualitative data and Quantitative data were obtained throughout the study that related to the teachers. The overall research was successful due to the viewpoint on teacher integration of technology into the classroom.

Tablet-Based Math Assessment: What Can We Learn from Math Apps?-iPads were studied and their overall relation to mathematical understanding within classroom. Main areas of content for study were quality of mathematical content, feedback and scaffolding, richness of interactions and adaptability of the applications. Study was designed for a relation to successful math apps that can be used during classroom instruction.

The Relationship between students’ exposure to technology and their achievement in science and math-Study took an in-depth look at relationship between communication and achievement with relation to mathematics. Study reviewed students in Turkey that were assessed based on their inclusion with technology and it’s overall use related to mathematical instruction. Study proved that technology familiarity raised student scores and the students were able to achieve more in the classroom setting.

Literature Review

One-to-One Laptop Teacher Education: Does involvement affect candidate technology skills and dispositions?-The study looks at teachers’ beliefs and their overall understanding of technology in the classroom. Teachers had to coordinate a one-to-one laptop program that allowed students to use technology to improve their education. Results showed that students with no technology did not show any growth, but students with technology showed growth in all areas.

The effectiveness of classroom capture technology-The use of classroom capture systems has become quite popular in the past recent years. Teachers used this process to analyze the benefits and positives of their teaching as a review. Suggested study states that exposure to classroom capture technology will improve grades and elicit positive student perception.

Technological Pedagogical Content Knowledge in the Mathematics Classroom-The research focuses on teacher understanding of the overall concepts within mathematics. The study develops four components that relate to teacher knowledge and their necessary understanding to be successful. The study focuses on teacher reflection and its importance for math teaching to be successful.

Literature Review

Enhancing Mathematical Learning in a Technology-Rich Environment-The article works to correctly implement mathematical technology into the classroom with the aid of a collaborative math team. The specific study targets diverse students, ELLs and students with special needs. The article discusses the importance of using technology tools to support student growth in any given situation.

Study Gap and Need for Research

The overall study that will be conducted will aid with the overall process of proving the efficiency of technology within the geometry classroom. The research that has been conducted prior to this research problem has been productive, but the overall examination of students and their growth with a pretest and posttest has not been evaluated. The proposed study will allow for teachers and researchers to see the importance of technology in education and its overall uses to help students grow in the constantly changing world. The proposed research study would allow for educators to view the importance of integrating the correct mathematical procedures into their student’s education. The research would also help schools and districts to be able to view the necessity for technology within the classrooms.

Methodology

• Quantitative Experimental Design• Control group: Students in non-technology

classroom• Experimental Group: Students in

technology classroom• Independent Variable: Type of Classroom

(Technology vs Non-technology)• Dependent Variable: Student Test Scores

Sampling

• Population for study: 200 geometry students

• 200 students make up 8 classrooms of 25 students

• Sample: 120 students

–Students selected using proportional stratified random sampling

–Strata are technology and non-technology classrooms

–50% of participants are from technology stratum and remaining 50% are from non-technology stratum

•Participants identified by a random 5 digit number

Sampling•Sample determined using the following formula

n = [ ( z2 * p * q ) + ME2 ] / [ ME2 + z2 * p * q / N ]

where n = sample size

z = critical standard score

p = population parameter, q = 1 - p

ME = margin of error

N = total population

Z determined using normal distribution table with α = 0.05 or 95% confidence level

ME is ±4%

p is 0.5 and q is 0.5

Research protocol

• Setting: 8 sophomore geometry classrooms (4 with technology, 4 without technology)

• Time Frame: 1 school year• Same curriculum followed by every geometry

class

Research protocol

• Participants issued geometry pretest at beginning of study.

• Pretests are administered by classroom teachers.

• After pretest, participants follow the same geometry curriculum. Only difference is presence of technology.

• Following a year’s worth of geometry lessons, participants are issued posttest.

Research protocol

• Participants are identified by 5 digit number which they are assigned at beginning of study.

• 5 digit number confirms anonymity of participants.

• On pretest and posttest, students only write their 5 digit number (not their name).

Data Analysis• Paired t-tests will be used to analyze data.• Participants will be broken down into 4

groups of 30. • 2 groups contain technology participants

while the other 2 groups contain non-technology students

• Each participant receives pre and post test score outcome.

• For each participant, the difference between pretest and posttest scores is calculated.

Data Analysis

• For each group, the mean and standard deviation of the differences is calculated.

• Calculate the standard error (SE) for each group by dividing standard deviation by the square root of 30 (number in each group)

• Next calculate t-statistic by dividing mean difference by the standard error

• Use t-distribution table to find p value with degrees of freedom of 29.

t-table

Data Analysis

• If p < 0.05, it is statistically significant• If p < 0.001 statistically highly significant• Significant outcome confirms

improvement between pre and post tests.• Finally compare only significant outcomes• Determine which group displayed greatest

mean improvement between tests.

Limitations of your study

• Study can only be applied to geometry classrooms in a similar school setting

• Data cannot be expanded to explain technology in other math classes like algebra, trigonometry, precalculus, and calculus.

• Study can only be applied to a certain geometry curriculum.

• Sample participants could be further stratified by GPA level or another measure of academic level.

Implications

• Study determines if use of technology is warranted in high school geometry classrooms.

• Study can lead to further studies in the other math subjects of algebra, calculus, etc.

Bibliography

Abik, M., & Ajhoun, R. (2012). IMPACT OF TECHNOLOGICAL ADVANCEMENT ON PEDAGOGY. Turkish Online Journal Of Distance Education (TOJDE), 13(1), 224-237.

Barrera-Mora, F., & Reyes-Rodríguez, A. (2013). Cognitive processes developed by students when solving mathematical problems within technological environments. Mathematics Enthusiast, 10(1/2), 109-136.

BOS, B. (2009). Technology with Cognitive and Mathematical Fidelity: What it Means for the Math Classroom.Computers In The Schools, 26(2), 107-114. doi:10.1080/07380560902906088

ÇAKIROĞLU, Ü., AKKAN, Y., & GÜVEN, B. (2012). Analyzing the Effect of Web-based Instruction Applications to School Culture within Technology Integration. Educational Sciences: Theory & Practice, 12(2), 1043-1048.

Cayton-Hodges, G. A., Feng, G., & Xingyu, P. (2015). Tablet-Based Math Assessment: What Can We Learn from Math Apps?. Journal Of Educational Technology & Society, 18(2), 3-20.

Bibliography Cont...

Delen, E., & Bulut, O. (2011). THE RELATIONSHIP BETWEEN STUDENTS' EXPOSURE TO TECHNOLOGY AND THEIR ACHIEVEMENT IN SCIENCE AND MATH. Turkish Online Journal Of Educational Technology, 10(3), 311-317.

Donovan, L., Green, T., & Hansen, L. E. (2011). One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?. Journal Of Research On Technology In Education (International Society For Technology In Education),44(2), 121-139.

Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture technology. Active Learning in Higher Education, 13(3). 191-201. Doi:10.1177/1469787412452982.

Guerrero, S. (2010). Technological Pedagogical Content Knowledge in the Mathematics Classroom. Journal Of Digital Learning In Teacher Education (International Society For Technology In Education) , 26(4), 132-139.

Suth, J. N., Johnston, C. J., & Douds, J. (2008). Enhancing Mathematical Learning in a Technology-Rich Environment.Teaching Children Mathematics, 15(4), 235-241.