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TechSupportPlanYouthDisSectionY01Spring2026CO-2242026-522PM.zipMathematics and Technology Assignment Directions.pdf
Mathematics and Technology Assignment
Maximum of 25 points
Imagine that you have been asked to do a presentation for teachers at your school
on the use of technology to teach mathematics. Prepare a power point
presentation that addresses all the following elements (and any others you deem
relevant and necessary):
1. Introduction to technologies that can be used with a math learning activity
(software such as Excel, Apps, or hardware devices) – at least one slide
2. Five effective teaching strategies for teaching mathematics with the help of
technology (with examples)- at least 5 slides (one per strategy). In other words,
you want to demonstrate to your teacher colleagues how math can be taught with
the help of technology through this power point. In this context, the
strategies should be effective teaching strategies for teaching mathematics that
will incorporate/utilize some type of technology. Technology should be a tool to
support a student in learning mathematics.
3. Five math-related websites you would recommend (include the link and a summary
of the information that can be found on the website)
4. Ethical issues for using technology with teaching mathematics- at least one slide
5. Citations- at least 3, Follow APA style for all citations
Note: You must use speaker notes to provide information that you would say if
you were actually presenting this PowerPoint
In terms of the speaker notes, at the bottom of each powerpoint slide there is a
blank notes box. Click on that box and insert your notes there. In terms of the
length of the notes, you want to consider your audience’s attention span. No more
than 2-3 paragraphs per slide should be sufficient. The key is that the arguments
that you make through your notes about effective strategies and use of
technology for teaching mathematics are accurate, informative, but to the point.
Module 5- Technology and Mathematics Scoring Checklist.pdf
Module 5- Technology and Mathematics Scoring Checklist (Maximum of 25 points)
Technology and Mathematics Component Points Earned/Points Available
Note: You must use speaker notes to provide information that you would say if you were actually presenting this PowerPoint
Introduction to technologies
at least one slide ___/2
Five effective teaching strategies
for teaching mathematics with the help of technology
(with examples) at least 5 slides (one per strategy) ___/10
Five math-related websites recommend
(includes the link and a summary
of the information that can be found on the website) ___/5
Ethical issues for using technology
with teaching mathematics- at least one slide ___/3
Citations- at least 3;
Follows APA style for all citations;
Grammar & Mechanics; Uses speaker notes ___/5
Total___/25
Other Comments:
Sample Mathematicks and Technology.pptx
Technology and Mathematics
Today we are going to discuss how technology can be used in math class to support effective teaching. You will learn about strategies that can be supported by technology and will walk away with multiple resources that can help bring technology into your math classroom.
Introduction to Technologies
Computers
Virtual classrooms, Excel graphing, skill-practice programs, gradebooks, assessments, home to school connection
Handheld Devices
Calculators, remindAPP, readaloud, translation apps, games
Smartboards & TVs
Smartboard, Apple TV, digital media, videos, manipulatives
From computers to smartboards, and calculators and smartphones, there are many technologies that can be utilized in the math classroom. Zimmerman (n.d.) states, “The mathematics classroom has gone far beyond the image of a teacher, a chalkboard and a bunch of bored students” (para. 1). In today’s classroom, teachers can utilize technology to boost engagement and improve the teaching and learning process to improve achievement.
Computers: In the math classroom computers can be used to show visual models, create graphs in programs like excel and practice skills through math-related websites such as MobyMax. Computers also allow for teachers to provide virtual instruction and provide home support through creating online classrooms in Google or Canvas and easily keep track of student data through online gradebooks and assessment tools (Zimmerman, n.d.).
Handheld Devices: Calculators, tablets and smartphones are all technologies that can be utilized during math instruction. Students with computational deficits can still work on advanced problem-solving through the use of calculators or calculator apps to aid in problem-solving and various apps for smartphones and tablets can be used for skill practice, game-based learning and accessibility with apps for read aloud, translation and visual supports (Zimmerman, n.d.).
Smartboards & TVs: Smartboards and smart TVs allow teachers to show work and combine lecture learning with digital media. Teachers can use these tools to show videos of math content to peak interest or explain a concept in a different way. These devices also allow for experts in the field to be brought into the classroom through the viewing of lectures or other media presentations Zimmerman, n.d.)
As you can see there are many technologies that can be used in the math classroom, we will explore them throughout this presentation.
(National Council of Teachers of Mathematics,2011, para. 1)
Effective teachers optimize the potential of technology to develop students' understanding, stimulate their interest, and increase their proficiency in mathematics. When teachers use technology strategically, they can provide greater access to mathematics for all students.
The National Council of Teachers of Mathematics (2011) discusses that it is essential for teachers to use technology in math instruction. Technology use has been proven through research to support the learning of math skills and the development of math proficiencies such as problem-solving and reasoning. It is important to remember though that simply having technology is not enough, teachers need to understand their math content and decide on how to integrate technology in a way to enhance instruction not replace it (National Council of Teachers of Mathematics, 2011).
02
03
Participants will be able to
Identify five effective strategies for teaching mathematics with the help of technology
Understand the ethical issues for using technology when teaching mathematics
Name and describe five-math related websites that can be used for instruction
Lesson Targets
01
In today’s presentation you are going to learn how technology can be used to support effective teaching strategies. Examples of the integration of technology to support the teaching strategies will be shared. You will also learn about five math related websites that are recommended to use to support your math teaching and the ethical concerns for using technology with teaching mathematics. By the end of the presentation, you should have the knowledge and resources to be able to immediately begin incorporating technology use in your math classroom.
Effective Teaching Strategies
01
that technology can support
There are many effective teaching strategies that can be used to support instruction. Although effective teaching strategies often do not need the use of technology, strategic use of technology can enhance the use of teaching strategies and make it easier for instructors to implement.
Individualized Instruction
Model-lead test strategy instruction
Concrete representations
Reinforcing math skills through games
Graphic Organizers
(National Center of Educational Outcomes, 2002,p 1-2 )
Math Stratgies
The National Center on Educational Outcomes (2002) developed a list of effective math teaching strategies for diverse learners through a brainstorming process with general education, special education and English Language Learner teachers. The list includes many strategies that can be supported using technology, but I have chosen the five that I have been able to use in my classroom. The first is individualized instruction which is an off shoot of the differentiation strategy. The next is the model-lead test strategy, also known as the gradual release model or the I Do, We Do, You Do strategy. The third is the use of concrete representations or manipulatives which is often combined in the concrete-representational-abstract teaching strategy used in math instruction. The fourth strategy is the use of games to reinforce skills and the fifth teaching strategy is the use of graphic organizers. Each of these strategies are effective without the use of technology but technology can be used to support these strategies and make them easier to implement (National Center on Educational Outcomes, 2002).
Individualized Instruction
.
”A system of having students work at different levels individually in one classroom” (National Center of Educational Outcomes, 2002, p.1).
Individualized instruction is often used as part of the differentiated instruction strategy and focuses on the needs of an individual student. Individualized instruction can be used to help students who need help to learn or can be used to enrich lessons for those who already know the content (Osewalt, n.d.).
Although individualized instruction is often a difficult strategy to implement in the classroom due to large class sizes and lots of diverse needs, with the use of technology, Petrilli (2011 as cited in Stren, 2015) states students might be able to receive instruction that's truly individualized to their own needs -- differentiation on steroids” (para. 5).
Examples Using Technology
Learning Management System
Allow teachers to design online courses and manage students and resources.
Examples: Canvas, Google Classroom, Seesaw
Adapted Computer Programs
Allow for students to work on skills at their level independnetly.
Resources: IXL, Zearn, I-Ready
In a math classroom with 28 students, how is it possible to individualize instruction? The key is strategic use of technology.
One way teachers can implement the individualized instruction strategy is to use learning management systems (LMS) such as Canvas, Seesaw or Google Classroom. A LMS allow for teachers to design courses online that can be customized to meet student needs. With LMS instructors can build courses based on the same content but create unique learning pathways to meet the instructional needs for individualized students (Shukla & Pandey, 2020). For example, a teacher may create a course for multi-step math problem-solving but create, upload or link a variety activities to different students to meet their needs. One student may be given activities with three-digit numbers, while another may only have single-digit numbers and another student may solve problems with decimals. Shukla and Pandey (2020) state ”the use of a mobile-based LMS has potential to allow teacher educators to help each pupil teacher to develop their own pace of instruction” (p. 4).
Another way to implement the individualized instruction strategy is to use computer adapted programs such as IXL and Zearn. These computer adapted programs provide instruction via apps and online sites that are at the levels of the individual student. Often a diagnostic assessment is used with these programs to assess students and find their individual skill levels. After taking the diagnostic, activities and lessons which often include games and real-time feedback or assigned to students at each of their individual levels. As students go through the lessons, the programs move them along increasing, decreasing or reteaching skills based on student responses to keep the learning at an appropriate level (Learning Liftoff, 2015). By using these programs in the math classroom, teachers can have students independently work on math skills at their level such as addition or subtraction or rational number relationships, giving the teacher time and availability to pull students to work one-on-one or in small groups allowing for more individualization during class time.
“3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests’ students’ independent use of it” (National Center of Educational Outcomes, 2002, p.2 ).
Model-lead test strategy instruction
The Model-lead test strategy, also known as the gradual release model or I Do, We, Do, You Do, is a teaching strategy that promotes student engagement and success through a systematic decrease of scaffolds. This three-step approach begins with the teacher modeling the target skill. Next, the teacher leads students to practice the skill together and last students do the skill independently (Attainment Company, n.d.).
In math class a teacher may begin by modeling a problem-solving strategy such as using an area model. Next, the teacher would guide students to practice the strategy, supporting them with understanding how to apply the strategy correctly. Last, the teacher would give the students practice problems for using the area model on their own.
Technology can be used to enhance each step of this teaching strategy.
Examples Using Technology
Model
Use smartboards, document cameras or overhead projectors to model the math
Guided Practice
Use of collaborative software such as Nearpod or Google Apps allows teachers to give immediate feedback and guide instruction in real-time.
Independent Practice
Use of learning management software or self-paced slide creators allows students to practice skills at their own pace
Model: Technology makes modeling math instruction easy. Using a document camera or a digital calculator, teachers can model step by step how to solve problems. Smartboards and projectors can also be used to model different approaches to solving problems through the use of drawing tools, manipulatives, etc. Technology makes it easier for teachers to model their work and use of tools in math instruction to large groups of students (Nearpod, 2021). No longer do students need to be directly in front of a teacher to see what is happening and no longer do teachers need to constantly erase chalkboards or whiteboards to make room for more work.
Guided Practice: Teachers can use collaborative software tools such as Nearpod or Google apps such as Slides to see student work in real-time and provide immediate feedback. In math class, students can start working their problems on Google Slides or on Nearpod and the teacher can easily see how each student is approaching the work. The teacher can then provide immediate feedback to students and can form groups to further guide their learning based on what was seen on the collaborative learning tools (Nearpod, 2021).
Independent Practice: Teachers can use learning management programs such as Canvas or Google Classrooms or self-paced slide creators such as NearPod or Pear Deck to create practice lessons that students can complete at their own pace. Teachers can easily check on student progress and skill acquisition through the digital platforms which allow for automatic grading and real-time viewing making formative assessments quick and easy (Nearpod, 2021).
Tactile, concrete experiences
“Using three dimensional objects in math instruction such as geometrical shapes, coins, or blocks used to form various geometrical shapes.” (National Center on Educational Outcomes, 2002, p.2),
The National Council of Supervisors of Mathematics (NCSM) (2013) stated "In order to develop every student’s mathematical proficiency, leaders and teachers must systematically integrate the use of concrete and virtual manipulatives into classroom instruction at all grade levels” (p.1).
The strategy of using manipulatives is part of the Concrete, Representational, Abstract (CRA) approach that is used to teach mathematical concepts. With this strategy, teachers first use concrete manipulatives such as place value blocks or coins to show a math concept. Next, the teacher draws a visual of the math concept and last the teacher uses numbers and math symbols to show the concept. Through the use of CRA, students develop a deep level of understanding of math concepts through repeat exposure at varying levels of abstractions, making connections at each step of the strategy (Jones and Tiller, 2017).
Examples Using Technology
National Library of Virtual Manipulatives
Manipulatives
Visual Tools
Google Draw
Smartboards
To help implement the CRA strategy, teachers can use virtual manipulatives from such sites as the National Library of Virtual Manipulatives, Didax and The Math Learning Center.
These sites give teachers access to a myriad of virtual manipulatives without having to spend money or find room for storage. These manipulatives can be used in the same way as physical manipulatives to make sense of math concepts. Brann et al. (2012) discusses that virtual manipulatives can be better than physical manipulatives as they allow for better accessibility due to the options to alter the manipulatives in size, shape or color and the ability to give manipulatives of different kinds to different students depending on their needs. Virtual manipulatives can also support student practice with the ability to offer feedback during use (Brann et al., 2012).
Technology can also be used to support the visual-representational aspect of the CRA strategy. Using a smartboard, teachers can easily show an image or create an image with the help of shape tools drawing and programs such as Google Draw to form visual representations of math concepts. Technology gives teachers access to unlimited colors and drawing tools as well as the ability to showcase all three processes (concrete, representational, abstract) right next to each other on one screen for all students to see (Gray, 2020).
Technology allows for manipulatives and visuals to be used by more students and in different settings from virtual to in-person learning making an effective strategy easier to implement.
Reinforcing math skills through games
“Using games to follow-up a lesson in order to reinforce learned skills and use the skills in another context” (National Center on Educational Outcomes, 2002, p. 2).
The game based instructional strategies involves using games to reinforce and teach skills in the classroom. Kapp (n.d.) discusses that game-based learning makes learning easy to understand through a familiar process that is engaging for students. Game based learning often incudes intrinsic and extrinsic motivators which support active learning.
Teachers can utilize technology to implement the game-based learning strategy in their math classroom.
Examples Using Technology
A website that offers game-based challenges that families or classrooms can do to support math learning.
A math based video game for grades 1-8.
A website that offers math games for skills K-6.
A website that offers games and activities for a variety of subjects including math
Technology makes it easy to incorporate game-based learning in the math classroom. There are countless online programs and apps that have games that reinforce every math skill imaginable.
Prodigy is an online math game based on popular role-playing game concepts that reinforces math skills for students from elementary to middle school. In this game, students play as wizards earning gems by solving math problems and battling other wizards in math problem-solving. This game adapts to each student’s level of math and works to teach, practice and assess math skills to keep each student’s math proficiency growing. Prodigy offers collaborative learning where students at any level can play together. It also keeps track of student performance and provides reports to educators on student’s progress of math skills. (Kennedy, 2021).
Funbrain is a website that has a variety of games for grade levels pre-k to 8th that reinforce a variety of skills including time, money and multiplication (Funbrain, n.d.).
Math Playground is a website that offers math and logic games for skills ranging for grades K-6. Students can work on skills from addition and subtraction to the order of operations (Math Playground, n.d.).
Figure This! Is a website that promotes game-based math learning and family engagement. The site offers challenges that families or classrooms can do together to learn or reinforce math skills. Cartoons are also embedded on the site to reinforce vocabulary and math concepts (National Council of Teachers of Mathematics, 2004).
Using online programs and apps like the ones discussed, allows teachers to easily implement the teaching strategy of using games to reinforce skills currently being taught in the math classroom. Technology can also be used to promote the use of game-based learning at home to further support student achievement while building a home and school connection.
Graphic Organizers
“Visual displays to organize information into things like trees, flowcharts, webs, etc. They help students to consolidate information into meaningful whole and they are used to improve comprehension of stories, organization of writing, and understanding of difficult concepts in word problems” (National Center on Educational Outcomes, 2002, p. 2).
The strategy of using graphic organizers is often thought of for literacy instruction, but the use of graphic organizers can be an effective strategy for math instruction as well. Russell (2019) states, “In subjects such as math, that grow increasingly complex as students get older, these tools can be especially helpful in maintaining organized work habits and enhancing problem-solving skills” (para. 1).
Graphic organizers help students become strategic problem-solvers and helps students to structure information and processes to understand and solve a variety of my problems. Graphic organizers can help students visualize and organize their thoughts and strategies when doing math helping students to not only solve the problems but also to understand why their answers are accurate (Russell, 2019).
Online Tools
Google Draw
(Henningh, 2014)
Technology helps teachers to model the use of graphic organizers as well as gives students the opportunity to use and store a variety of graphic organizers at their finger tips.
With technology, teachers can model how to fill out a graphic organizer using a document camera or overhead projector. This allows for more students to see the work then if a teacher just holds up the paper organizer in their hands. Teachers can also scan paper graphic organizers to upload onto a smartboard or smart TV to model their use as well. The video by Henningh (2014) shows a teacher using the UPS check graphic organizer to solve a math problem. The teacher is utilizing a scanned image in this video and a smartboard to implement the strategy.
Teachers and students can also use web applications such as Google Draw and Creatly to make their own graphic organizers without the need for paper or writing tools. Creatly (n.d.) discuses that the use of digital graphic organizers allows students with writing or other fine motor difficulties more accessibility to graphic organizers due to the ability to use type to text software to fill in the organizers. The online tools also promote collaborative learning through the ability for students and teachers to work on a single graphic organizer at the same time without needing to be in the same room. This makes the use of graphic organizers to be an effective strategy for online instruction as well as in-person instruction (Creatly n.d.).
Technology makes the strategy of using graphic organizers more accessible to all learners and allows for easier implementation in large classes or virtual settings.
Websites
02
There are many websites that can be used to support math instruction. The five that I have selected support math instruction in a variety of ways including providing high-quality lessons and interactive activities.
Flocabulary (www.flocabulary.com)
A website that provides vocabulary based lessons for a variety of subjects including math.
-Hip-hop inspired video lessons that cover a range of math concepts
-Vocabulary flashcards
-Games to reinforce vocabulary
-Integration of literacy
-Assessment
Sample Lesson on Adding and Subtracting Zero
Although, vocabulary might not seem like the first thought when it comes to teaching math, vocabulary is at the heart of math instruction. From understanding what an integer is to terms like equal, ratio and perpendicular, vocabulary knowledge is a key component of math understanding. Flocabulary makes it easy to teach students math concepts through focusing on building their academic vocabulary with the use of catchy songs and interactive practice and application activities (Flocabulary, n.d.).
Each lesson on Flocabulary begins with a hip-hop video that hooks students on the lesson and gives an overview of the concepts being taught. Next, students are introduced to the key vocabulary using interactive vocabulary cards that provide the word, definition and a related image. Students can draw additional images or write notes for further skill-building. Students then participate in game to review the vocabulary words. A passage that discusses the content and vocabulary is then provided to tie in literature skills to every lesson and a quiz follows to ensure students have grasped the concepts. A final activity has students create their own rhyme about the concept to show their mastery (Flocabulary, n.d.a).
Flocabulary integrates literacy and technology into the math classroom using song to help students build their understanding of math concepts. Teachers can use Flocabulary to teach math concepts for addition and subtraction, multiplication and division, numbers and operations, geometry and measurement, statics and probability and ratios and proportional relationships (Flocabulary, n.d.b)
Citizen Math (www.citizenmath.com)
A website that connects real-world applications to math.
-Immersive real-world math problems
-Teacher facilitation guides
-Interactive tools and student handouts
-Communication focused
Sample math topics
Say, Goodbye to boring math problems and hello to real-world use of math concepts. Citizen Math takes away the rote math teaching and exchanges it with immersive lessons that place math in the real world. With Math Citizen, teachers are able to show students how math can be used to solve such problems as homelessness and the influence of advertising, creating more engaging lessons that are meaningful to students (Citizen Math, n.d.).
Citizen Math lessons integrate conversations into mathematics and moves the teacher from lecturer to facilitator to help students consider how to solve problems using math from multiple perspectives. Each lesson includes takeaways about societal impact as well as math objectives and the content standards being addressed. A teacher guide that helps teachers facilitate the discussion and student handouts are included to provide ready to go lessons. Interactive tools such as video clips and graphs further engage students in the math concepts. (Citizen Math, n.d.).
With Citizen Math, teachers are able to ensure that students not only understand math skills but can apply and discuss math skills for real-world application.
SMILE (https://mypages.iit.edu/~smile/index.html)
A website that provides high-quality math lessons on a variety of math concepts.
-Free lesson plans
-Includes ways to differentiate
-Performance assessments
-Math and science focused
Zwicker (n.d.). The Pythagorean Puzzle Lesson Excerpt
Science and Mathematics Initiative for Learning Enhancement (SMILE) is a website that is designed to enhance “learning of Science and Mathematics through the use of the phenomenological approach” (Coleman, 2017 para. 2). For mathematics the site offers close to 200 lessons within the areas of geometry and measurement, patterns and logic, probability and statistics, recreational and creative math, practical and applied math, arithmetic, graphs and visuals, algebra and trigonometry and miscellaneous which includes time (Illinois Institute for Technology, n.d.). Each lesson was submitted by teachers who took part in a summer program to improve the instruction of math and science where they worked on and refined the lessons (Johnson, n.d.).
Each lesson can be freely used and copied in the classroom which helps teachers have quality lessons that teach the needed concepts. Each lesson includes the objectives for different ability levels, materials which are provided or easy to obtain from a store, the teaching strategies which will be utilized and a step-by step lesson plan with a performance assessment. (Coleman, 2017).
Although not as high-tech as other websites, this site provides well-crafted lesson plans that teachers can use to engage students in lessons based on a variety of math concepts.
Get the Math (https://www.thirteen.org/get-the-math/)
“Get the Math combines video and web interactivity to help middle and high school students develop algebraic thinking skills for solving real-world problems” (WNET Group, 2021).
-Showcases how math is used in popular professions such as music, videogames, athletics and fashion
-Challenges students with interactive challenges to get them learning and using math
-Training and resources for teachers based on Common Core Content and Mathematical Practices Standards
Homepage of Get the Math
“I’ll never use this in the future.” A common phrase spoken by many students which can now be answered with the use of technology. Get the Math is a website created by the WNET Group (2021) which shows middle and high school students how math skills can be used to solve-real world problems across a variety of professions. The site is created to pull from the conventions of social media and reality tv to appeal to students and challenge them to learn and apply math skills.
Get the Math teaches students how proportional reasoning is used in music, how precents and linear inequalities are used in fashion and how coordinate graphing and the Pythagorean theorem and are used in a videogame design. The additional professions including food services, basketball and special effects show how other concepts in algebra are utilized throughout these fields. Each video talks about the concepts and shows their use in action to engage students in math and show them the real-world importance of math concepts (WNET Group, 2021).
Teachers can access lesson plans and student handouts which are aligned to Common Core Content and Mathematical Practice Standards to further support the use of the website. A training video and teacher’s guide further supports easy integration of this website into the math classroom (WNET Group, 2021).
AAA Math (www.aaamath.com)
-An online math practice resource
Free
Lessons for skills K-8
Immediate feedback
Unlimited practice
Spanish version available
Practice activity that gives immediate feedback
Game options for each activity to engage students and challenge their skills
AAA Math (aaamath.com) is a website that offers free unlimited math practice for skills ranging from kindergarten to eight-grade. Teachers can select a skill lesson such as comparing numerals to 20 and have students complete practice activities or play games based on the skill to reinforce taught math concepts. With each game or activity, AAA Math provides students with immediate feedback to support their learning. The addition of timed activities also work to improve math fluency skills. With a Spanish version of the site available, and the use of visuals and color-coding, the website also offers support for students with diverse needs. (Banfill, 2011)
In the classroom, teachers can use AAA Math as a resource for teaching lessons, using practice activities on a Smartboard to promote engagement and skill acquisition. Teachers can also use AA Math as a station for independent or group practice to allow teachers the availability to work with other students in-person either in small groups or one-one-one to provide skill-building, re-teaching or enrichment support. . Teachers can also use this resource as practice items for homework or as a home extension as it provides immediate feedback to ensure students are learning instead of reinforcing misconceptions.
Ethics
03
In teaching, it is always important to consider the ethics of using different strategies, materials and resources in the classroom.
Ethical Considerations
Northwest Missouri State University (2018) lists the following ethics for technology use in the classroom:
- Take care of technology equipment
Explore appropriate and safe sites for meaning and research
Copyright law, fair use act and creative commons matter
Help prevent cyberbullying
Self-image is important
Make use of netiquette
Always give credit to original source
Remember to be effective, thoughtful and ethical digital creators
Think
When using technology with teaching mathematics, it is important to keep in mind ethical issues.
Northwest Missouri State University (2018) created a list of ethics for technology use in the classroom using the acronym TECH SMART. The ethics around using technology is about keeping you and your students safe. Devices should be maintained properly to ensure there are no unsafe features or malware that would comprise the safety and privacy of students. The resources used in the classroom should be used appropriately based on copyright-law with appropriate credit given on lessons and materials used. Teachers also need to be mindful of how students interact and use technology. Teachers may need to have discussions or provide instruction to students on proper netiquette and about online safety and cyberbullying. Monitoring student use of technology will need to become a routine practice if you decide to implement the use of technology in your classroom. Lastly, teachers need to think about the technology they are using and ensure that the technology not only teaches the intended concepts but is safe and accessible to students. Technology should be used to enhance instruction not detract from it or replace it(Northwest Missouri State University, 2018).
Remember that technology can be a valuable tool in the math classroom that can support effective instruction through promoting engagement and making it possible to provide individualized instruction, but that value becomes diminished when it is not used strategically and when you do not keep your students in mind.
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References
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Citizen Math (n.d.). How it works: Everything you need to successfully transform math class. https://www.citizenmath.com/how-it- works
Colemna, R. (2017, September 26). SMILE. Illinois Institute of Technology. https://mypages.iit.edu/~smile/index.html
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| Tech Support Plan Youth Dis Section Y01 Spring 2026 CO - Mathematics and Technology Assignment
1. Mathematics and Technology Assignment Directions 2. Module 5- Technology and Mathematics Scoring Checklist 3. Sample Mathematicks and Technology |
