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Technology in Support of Middle Grade Mathematics: What Have We Learned?
Article

, University of California, Davis, United States ; , Sacramento City College, United States ; , University of California, Davis, United States

JCMST Volume 23, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Use of technology in middle grade mathematics is controversial. Major policy documents have teachers torn between enthusiasm for technology-facilitated mathematical investigation and cautions about undermining students' computational skills. This article examines research concerning use of computers and calculators in mathematics at the middle grade level. The research reviewed relates to teachers' technology experience, teacher and student attitudes, technology implementation trends, and effects of technology on students' skills and conceptual understanding. When technology is used well in middle grade mathematics, it can have positive effects on students' attitudes toward learning, confidence in their abilities to do mathematics, engagement with the subject matter, and mathematical achievement and conceptual understanding. The extent to which this potential is realized depends on the teacher's skill in integrating technology into the mathematics curriculum according to sound pedagogical principles. Careful attention to teacher preparation and development, as well as curriculum revision, are needed to support effective use of technology in middle grade mathematics.

Citation

Guerrero, S., Walker, N. & Dugdale, S. (2004). Technology in Support of Middle Grade Mathematics: What Have We Learned?. Journal of Computers in Mathematics and Science Teaching, 23(1), 5-20. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 19, 2019 from .

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