Using Computers to Teach Mathematics is Better than Traditional Methods - Case Study Example

Using computers to teach Mathematics is better than traditional methods Computer technology has changed the face of education, and is a useful tool in the teaching of other subjects as well with Mathematics being no exception. Various calculating devices have long been used in Mathematics, but the computer offers an even greater potential. Some teachers are reluctant to use computers, for example on the grounds that it is an expensive option and not every child has access to one at home, but its prevalence nowadays means that students should be given the opportunity to use computers in their Mathematics lessons. They have the advantage of being able to make complex calculations much quicker, demonstrate graphical visualisations, instilling confidence, improving motivation and stimulating interest, and creating an overall good classroom environment. During the last two decades, huge advances in computer technology for information and communication purposes have impacted upon all levels of education and many courses as well. Using technology to support the teaching of Mathematics generally started later than for other subjects. The first electronic machine used to assist in calculation however was not the computer but the calculator. In schools in the US, UK and some other countries, the calculator has been used since the early 1980’s. Incidentally, before electronic calculators, there were mechanical calculators and even before that the slide rule to aid calculation. In US schools for example, the calculator was used by students between the fourth and eighth grades although its actual use depended on the teachers and the degree of ability in the class (NCES, 2009). Since the advent of the computer, many research studies have examined the use of this technology in not only assisting in calculation but also teaching Mathematics. This technology was perceived as being able to bring new life to the traditional teaching methodologies and still is. It is also promised to change the stereotypical image of Mathematics teachers who simply follow the way that their own teachers had taught them i.e. without the use of computers or any assistive technology for that matter. In a document on Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics stated, "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students learning" (NCTM, 2004). Using computers in the teaching of Mathematics has proven to be effective in improving students’ learning of Mathematics (see for example Büyükköro­glu, 2004). Therefore, using computers to teach Mathematics, at least in some respects, is better than traditional methods. There are three main reasons for this: (1) It makes the teachers and students feel more confident, (2) It enhances motivation and stimulates greater interest in Mathematics classes, and (3) It creates an overall better environment for learning. In addition, it can save valuable time so that the teacher can focus on other important tasks, and can supplement traditional teaching through showing alternative methods and detailed interactive illustrations or visualisations using multimedia. Those who are opposed to the widespread use of computers in Mathematics classes argue that providing schools with computers could be problematic because of the expense involved, and in obtaining the resources to make computers available to students (NCES, 2009). Furthermore, not all children have access to a computer at home in order to do their homework, so the computer should not be a requirement for homework in Mathematics classes. However, this last point alone should not be a deterrent because the school can make computers available in their laboratories and libraries, and computers can also be made available in local libraries. It is also possible that some friends or neighbours may have computers. Thus, every student should be able to obtain access to a computer elsewhere if they do not have one of their own. Also, governments do provide grants to many schools. For example, a recent study in Turkey showed that teachers had negative opinions against Computer Assisted Mathematics Instruction (CAMI) (Güven, 2009), but this was probably because of their lack of experience with computers. Hence, the Ministry of Education in Turkey provided laptops at cheap prices to public school teachers so as to give them the opportunity to become more proficient in the use of computers for teaching Mathematics (Sechzer et al, 2008). Even in Columbia, efforts were made to increase the number of computers on campus, and computer labs operate in special places for students to use. The argument against using computers centered on cost had greater value in the early days of computer technology but it has now become weaker as computers have become more widely and cheaply available. Other arguments for the reluctance to use computers or at least not to use them too frequently are that students may become too reliant on them and they detract from the ability for example to make computations mentally. Furthermore, computers may be highly accurate but the information given out depends on the quality of the information put it. Thus, if students are unable to enter the correct information or lack the ability to interpret data or verify its accuracy, the computer alone does not help. Computers have helped tremendously but at the same time there is believed to be a decline in mental arithmetic abilities. However, this argument does not mean that the fault is with the technology; rather this shows the need for computers to be used but used wisely and for Mathematics teaching to retain the objective of developing powers of mental arithmetic as well as the skills necessary to use computers effectively. Despite the aforementioned concerns with using computers in teaching Mathematics, it is clear that computers offer significant advantages in the classroom. First of all, using computers to teach Mathematics helps teachers and students to feel better and more confident. Teachers can make use of many possible applications on the computer in their classes to teach certain concepts. This can for example, save the teacher considerable time by making repetitious or tedious computations faster without confusing the student over the details of those computations, and instead allowing the students attention to focus on the more important concepts to learn. Furthermore, teachers can help individual students while everyone else is motivated to complete tasks and assignments on the computer. Students can also feel better because when they have difficulties with their homework in Mathematics, they can find many resources through the computer, which can help them to solve their problems (math-and-reading-help-for-kids.org, 2009). For example, understanding Algebra was very hard in the past but with computer programs it has became much easier to learn. Effective programs such as" Cognitive Tutor" help students to pass in their Mathematics classes (Lynn, 2004). Students are able to seek help without feeling uncomfortable in a large classroom setting. Thus, the computer improves student confidence as well. Secondly, computers can help to improve student motivation and interest in Mathematics. It is commonly observed in classrooms around the world that children find computers interesting whether for Mathematics or any other subject. They become more enthusiastic when they get the opportunity to use the computer over using the traditional pen and paper methods. They have been found to generate tremendous excitement but they also help to motivate weaker or slow-working students as well (Stone, 2007: 14). This is because they are aware of the many ways in which computers can be used in various applications of Mathematics in domains such as business, engineering, statistics, and so on. Thus, it is clear that technology generates student interest (NCES, 2009). Using computers is fast becoming more common and is even being used in elementary classrooms around the world. Computer programs are also available at different ability levels and for all ages. This can aid teachers and students so that teachers can motivate their classes appropriately according to their specific age and level (Guhas and Jacaueline, 2002: 40). Finally, teaching with the aid of the computer can help create a good academic environment for learning in the Mathematics classroom. For example, “In mathematics, computer-assisted discovery learning provides an active and self-directed learning environment” (Bitter et al., 1988: 7). This means that computers can help create virtual learning environments (VLE) in which students can even work at their own paces with only minimal teacher assistance when required. Thus, whereas a teacher using the traditional oral instruction or lecture method would have to teach the whole class simultaneously, computers can enable students to be given computer aided instruction not only according to their level of interest, motivation, age or ability, but also at a suitable pace and individually. There are also special programs that can use assessment result to provide tailored teaching according to the specific needs of the student. A study by Janilionis & Valantinas (N.d.) found that students using such an active learning environment were “more involved in the learning process, [and] their learning outcomes evidently improved”. Like all other subject areas, Mathematics needs to move into the twenty-first century, which includes relying more on computer technology. While a computer cannot teach students all areas of Mathematics, they can be used in order to support what has already been taught within the traditional classroom. They have a distinct advantage over textbooks teaching of being able to make effective use of sound and movies to aid learning. To give an example, a teacher can explain a function or equation verbally and through written notes but a graph in the textbook makes it much clearer. However, the computer can allow even more than this by bringing the graph alive. It is indeed more informative and enjoyable to be able to input values and change parameters at will and to then see the effects on the function or equation immediately on the screen of the computer. At least in the developed world, excuses of not having computer access are unacceptable nowadays for denying students such an opportunity. As for impoverishing students in the ability to handle mental arithmetic, this only requires the computer to be used in the appropriately as a tool to assist learning not to give out answers that cannot be understood or interpreted. It is the responsibility of the teacher to make sure that the right numerical skills are developed in students and the computer is used in the right context. Developing a rapport with students is therefore very important in getting them motivated in a classroom setting, but developing a supportive learning environment contributes greatly to enabling the class to progress much quicker and lead to later success for students in achievement in examinations as well. Moreover, computers are able to support individual students who progress at various different paces. This frees the teacher to give greater attention where it is more required and help stimulate everyone. The computer is therefore a key component in the modern Mathematics classroom and has become an essential and invaluable tool for learning Mathematics. References Bitter, Gary G. et al. 1998. Mathematics methods for the elementary and middle school: a comprehensive approach. Allyn & Bacon. Büyükköro­glu, Taner et al. 2006. The Effect of Computers on Teaching the Limit Concept. International Journal for Mathematics Teaching and Learning, May, 2004. Centre for Innovation in Mathematics Teaching. http://www.cimt.plymouth.ac.uk/journal/default.htm [Accessed October 20, 2009]. Guhas and Jacqueline. 2002. Güven, Bülent et al. 2009. The gap between expectatioons and reality: integrating computers into mathematics classrooms. Asia Pacific Education Review, July 2009. ISSN: 1598-1037. Springer Netherlands. Janilionis, Vytautas and Valantinas, Jonas. N.d. An active learning approach to teaching mathematics at Kaunas University of Technology. http://www.fbm.fh-aalen.de/profumit/alpers/sefimwg/Seminars/Loughborough2006/mee2008/proceedings/mee2008F_Janilionis.pdf [Accessed October 20, 2009]. Lynn, Thompson. 2004. Math + Software = learning. The Seattle Times, December 29, 2004. Marshall, L. 1999. Student’s access to computers Increased by Hard ware Up grade. Record, Vol. 25, No. 4. math-and-reading-help-for-kids.org . 2009. The Educational Advantages of Using Computers and the Internet. http://math-and-reading-help-for-kids.org/articles/The_Educational_Advantages_of_Using_Computers_and_the_Internet.html [Accessed October 20, 2009]. NCES. 2009. Calculators and Computers. U.S. Departmnet of Education. Washington, D.C.: National Center for Education Statistics. http://nces.ed.gov/pubs92/web/92060.asp [Accessed October 20, 2009]. NCTM. 2004. Overview: Principles for School Mathematics. Principles and Standards for School Mathematics. http://standards.nctm.org/document/chapter2 [Accessed October 20, 2009]. Sechzer et al. 2008. Stone, Randi. 2007. Best Practices for Teaching Mathematics: What Award-Winning Classroom Teachers Do - Best Practices Series. Corwin Press. Read More