When technology integration in Math class?

hi everybody....
This week, we found some more articles on integrating technology in Math classroom. Since this is the technology era, we have to keep up to date with all the leaning techniques introduced nowadays. it is believed that technology can bring fun and indirectly bring more understanding for pupils on the subject learnt. Most research done agreed that technology do help enhance pupils' achievement. In our opinion, we also agree that technology help in promoting interactive learning, create fun atmosphere, and improve understanding. However, teachers still play the major role in term of providing suitable activities and materials so that pupils learn what they should learn. Besides, in learning, the materials also should be varied so that pupils will not bored with the class. the variation of activities still important so that fun learning is maintained.
for further reading, these are a few related sites:


http://www.ncsu.edu/meridian/sum2003/math/index.html

http://www.shodor.org/interactivate/activities/


happy reading v(",)v

A Practical Framework for Technology Integration in Mathematics Education

http://www.moe.gov.my/43seameocc/download/RECSAM-Technology%20Integration%20in%20Mathematics%20Education.pdf

COURSEWARE

•

•-is a term that combines the words 'course' with 'software‘.

•-to describe additional educational material intended as kits for teachers or trainers or as tutorials for students, usually packaged for use with a computer.

•

•-Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed.

•-The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or CD-Rom.

•-Many companies are using the term to describe the entire "package" consisting of one 'class' or 'course' bundled together with the various lessons, tests, and other material needed.

•-The courseware itself can be in different formats, some are only available online such as html pages, while others can be downloaded in pdf files or CD-Rom.

http://www.mathville.com/

CONSTRUCTIVISM VS CONSTRUCTIONISM

CONSTRUCTIVISM


•Piaget's theory relates how children become progressively detached from the
world of concrete objects and local contingencies, gradually becoming able to
mentally manipulate symbolic objects within a realm of hypothetical worlds.
•His theory emphasizes all those things needed to maintain the internal structure and organization of the cognitive system.


CONSTRUCTIONISM


•Papert’s constructionism, focuses more on the art of learning, or ‘learning to learn’, and on the significance of making things in learning. Papert is interested in how learners engage in a conversation with
[their own or other people’s] artifacts, and how these conversations boost self-directed learning and ultimately facilitate the construction of new knowledge.

multemedia mathematics courseware

Mathematics is a difficult subject (Wan Fatimah 2002, M.Khatim 2001). Multimedia
technologies have a wide impact in the mathematics classroom. Multimedia can facilitate indepth
exploration of mathematical topics previously too complex for typical classrooms
especially when such topics involve real-world “messy-data”. Multimedia enables students to
visually examine concrete representation of mathematics concept (Gningue, 2003). For
example in using the graphing calculator, the analysis of the calculator images would provide
the student with a concrete learning opportunity to recognize their thinking processes,
procedures and structure therefore enabling them to move toward a higher more formalized
level of understanding.
The National Council of Teachers of Mathematics (NCTM) has argued even more
persuasively in support of the use of computing technologies in the classroom.
“Electronic technologies – calculators and computers are essential tools for teaching,
learning and doing mathematics. They furnish visual images of mathematical ideas,
they facilitate organizing and analyzing data and they compute efficiently and
accurately. They can support investigation by students in every area of mathematics,
including geometry, statistics, algebra, measurement and numbers. When
technological tools are available, students can focus on decision making, reflection,
reasoning and problem solving (NCTM 2000, p 24)”.
Research in mathematics education over the last decade has begun to address the nature of
these new technologies and their effects on learning and teaching. Although overall findings
concerning the predicted benefits for students’ learning have been somewhat inconclusive,
many studies have reported that the use of technology has a positive effect on students’
attitudes towards mathematics, understanding of function and graphing concepts and spatial
visualization skills (Goos & Geiger, 2000).
2.2 The Theory of Multiple Intelligences
Individual differences play an important role in learning. Individual differs in traits such as
skills, aptitudes and preferences for processing information and applying in real world
situations (Jonassen & Grabowski, 1993). According to Egan (1988), there are at least two
reasons why system designers should pay attention to the differences among users:
”First, individual differences usually play a major role in determining whether humans
can use computer to perform task effectively. Second, our understanding and
technology have the reach the point where it is possible to accommodate more user
differences.”
Multiple intelligences theory is one of the prominent theories of individual differences. The
theory serves as one of the most effective curricular and instructional frameworks for
classroom teachers to use in designing their lesson plans. This theory provides one
approach that at least attempts to address the multiple ways of learning and understanding
that our students bring with them to the mathematics classroom. MI theory allows teachers
to teach in a manner that does not ask them to sacrifice verbal and analytical skills for.
Instead it provides a model for educator to provide students with deeper understanding. This
theory suggests that all people have varying degrees of innate talents developed from a
mixture of biological factors, evolution and culture. There are eight unique intelligences:
verbal linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical,
interpersonal, intrapersonal and naturalist (Gardner 1983,1993, 1999, Checkley 1997).
The courseware development
process follows the ADDIE instructional design process (Seels & Glasgow, 1998). This
ADDIE approach provides educators with useful, clearly defined stages for the effective
implementation of instruction. The framework consists of five stages: analysis, design,
development, implementation and evaluation. Each stage has a distinct function during the
development process. The main consideration in the analysis phase is the target audience.
The courseware is intended to be stand-alone, self-learning unit that maximize the use of
multimedia to engage the learner of different intelligences. Presentation of the contents is
very important in designing an educational courseware in order to promote effective learning.
The success of the courseware depends on the activities presented in the courseware.

proceedings of the 2nd IMT-GT Regional Conference on Mathematics, Statistics and Applications Universiti Sains Malaysia Penang, June 13-15 2006

table trees


http://www.amblesideprimary.com/ambleweb/mentalmaths/tabletrees.html

power point show

http://www.4shared.com/file/62298718/97e9deb8/Table_trees.html

math sofware!let's explore them!!!!

http://www.math.fsu.edu/Virtual/index.php?f=21