The Impact of Digital Technology on the Field Math - Case Study Example

Research the impact of digital technology on the field math Background information Technology and mathematicsis dated many years ago when the use of computers was only available to a small portion of computer-mathematic enthusiasts. Even today people use computers for many purposes inclusive of communication and writing with mathematics related software occupying thirty percent of the recent education software catalogue (Charles worth, Rosalind, and Karen 398). This assignment focuses on the impact of computers on math. The goals generally aimed by the interaction of math and computers were: developing mathematics literacy among students beyond arithmetic computation, supporting critical statistical data analysis, analysis of space geometry, instilling students with the mathematical mind and habits, preparing them for computing and technology effectiveness, instilling curiosity and positive attitudes in mathematical thinking and empowering them to explore the knowledge of mathematics. With the advent of technology, the use of technology in mathematics curriculum has proved to be a significant component enhancing learning outcomes. According to Rousseau, Christiane, and Yvanp (151), technology have made some topics easier. It enhances the teaching and learning of mathematics to both teachers and students (Bolt 113). The researchers worldwide have examined the role technology in school mathematics and its associated effects. The introduction of computers in the field of education was aimed to serve three main objectives which include helping students in developing their computer skills normally referred to as IT focus, supporting the aspects of learning for students in order to transform and assess the effect of technology in education field, narrowing down to mathematics for the purpose of this research and finally using them for extra learning activities. With the use of computers, for instance using calculators and spreadsheet program in performing arithmetic operations, support more efficient problem solving approaches. Computers transform the learning process by introduction of vital and significant changes. Technology has indeed positive and negative effects on mathematics. With technology some mathematical skills have decreased in importance, teachers can use computer –based simulations to carry out complex computations which were not possible to perform without technology (Blume, Glendon and Mary161). Long and tedious calculations involving division and graphical representations can better and reasonably be done and interpreted using computers that are less time consuming. This alludes to the fact that mathematics can be taught more effectively with technology usage. The internet provides access to a variety of information on mathematic topics such as data analysis. Greater emphasis on this topic is based on data analysis tools and computer generated graphs, giving students an opportunity for gathering, representing, analysing and interpreting data in more complex ways. Teachers also have the chance to develop insight into new methods, changing the impact on the content of mathematics, learning approaches, the nature of thinking and applicable methodologies. Curriculum implementation emphasizes the use of technology in teaching mathematics concepts, skills and applications with the advancement of more powerful technologies. Experts in the field of mathematics education emphasize on the need for student responsibility in their own learning with the facilitation of teachers in computer based projects. Through situating mathematics concepts and providing access to global data and communications, interdisciplinary learning can be supported. The technological environment with a composition of teachers, students, mathematics activities and curriculum forms the premise for effective application of technology in learning mathematics. The feasibility of application of technology in classroom teaching is at the discretion of teachers in technology-supported mathematics engagements with emphasis on procedures and concepts. These choices made by teachers are also related to internal factors such as the relationship between students and teachers with regard to the technology alongside external factors that impact on the use of technology in classroom teaching. These relationships are dynamic as a function of experiences related technology among students and issues. Mathematics experts have named the development of these relationships as the instructional process where the students and tutors shape the tools for their own benefit as the tool shape their minds in thinking about mathematics. In the practical aspects in the mathematics classroom, there are four proposed stages in which teachers learn technology with the sole aim of growing technology-wise and learning doing mathematics with technology. In this argument, it’s firstly agreed that teachers learn the use of technology and later learn to do mathematics using the learnt technology, following next is the use of technology with students and finally attending the students use technology. This experience goes a long way in moulding the teachers to develop understanding, conceptions and perceptions on technology happenings in their classrooms to improve knowledge of mathematics consequently changing students’ perception and conception of mathematics(Blume, Glendon and Mary501). Effective use of technology depends on the teacher since like any teaching tool, it can be well or poorly used. Technology should be used by teachers to enhance the learning opportunities of their students and opportunistically taking advantage of it to do efficient graphing, visualization and computing activities. Multimedia capabilities have significant components that can be useful in reinforcing components that might be appealing to a wider variety of learning styles, thus enhancing students learning of mathematics equally with other disciplines. It is important to emphasize that graphical representations of computers make it possible in visualizing two and three dimensional aspects of geometry figures for mathematical ideas for instance exponential growth and arithmetic. Students use these representations for experimentation on interactive geometry programs by directly manipulating figures changing shape in continuous fashions making it possible in obtaining intermediate outputs. Technology can be used in transcending the mind limitations, thoughts and problem solving by acting as cognitive technology. This technology affects the mathematics curriculum by through reorganization or amplification. It cognitively increases the number and attributes of the examples encountered by students and others the curriculum nature of the arrangement. Much of the research done on technology impact on mathematics have been centred on the setting of the curriculum. For instance previous research on the computer algebra and calculus systems, geometry systems and technological application of rational numbers have provided the opportunity for curriculum focused on mathematical objects as opposed to the procedures being performed on those objects. It provided an opportunity to use concepts and functions rather than using equivalent equations and expressions in finding solutions in algebra. In geometry its worth of notice that it easy to focus on generating conjectures in proving other than long established logical statements. These mathematical approach changes the norm of these courses and it is notable that technology has the potential of affecting the scope of mathematics with the dynamic engagement of students. Though technology in schools has brought significant changes in the mechanisms and study of mathematics, it has only been the pursuit of minority of students. With technology and mathematics, a number of possibilities for cross-curricular co-operation also have arisen which were traditionally approached in a very static way by teachers. For instance, teaching of geometry and an introduction to transformational geometry seemed irrelevant to the real world, but with technology development the new approach to geometry is appreciated. Technology has played a vital role in teaching of mathematics by presenting its concepts in quite easy and interesting ways. Children are able to learn the place value concept by reading their textbook and then translate the learnt words and numbers to a mathematic software or a calculator. This means that they use technology in gaining the understanding of basic skills or practice of recalling facts and figures. Computers enable students at higher levels to in exploring very large patterns and providing and explaining why the sequences occur. Technology has made it possible to promote solving abilities of complex scenarios of usage of numbers in real life sought by mathematics students in performing the routine computations in an a quick and efficient manner. It allows students to focus on their use of language, meaning and answer application (Tooke and Norma56). Students also gain by the quality and realism of technology use in mathematics lessons, enhancing their ability and understanding. They can use technology to advance more examples which are not possible without the use of computers. It allows students to appreciate the power of graphics in pictorial representations and geometry software in experimenting shape properties and drawing conclusions regarding the relationships when adjustment are introduced. The computational capacity extensions eases the burden of students and also provides teachers with discretion on presentation of the mathematical concepts (Bolt 116). Another impact of technology and mathematics is the emergence of new fields. The emergence of new subsequent disciplines and fields of enquiry for instance, computational mathematics, mathematical and statistical modelling, robotics and dynamic geometry with significant impact on learning and teaching mathematics demonstrate the invaluable impact of technology (Lavicza, 2010, p. 106). This has resulted in the introduction of new mathematical ecology. Technology has enabled new courses to be introduced in learning curriculum. For instance, first year students pursuing mathematics across the UK are required to undertake an introductory course on a relevant mathematical software. Technology has an emotional impact on the well-being of the users. Lavicza argues that math curriculum software motivates students and teachers to apprehend the content. The increased motivation and pleasure creates a positive attitude and improves self-concepts. The transformation brought about by technology makes it easy for teachers to connect with student skills to enable understanding of basic and fundamental mathematical concepts of primary schools and secondary schools in analysing large number data sets with the use of simulation in visualizing sophisticated computer algebra system. Random number generators make it possible for probability experiments to be conducted in approaching realistic situations using technology based tools. Technology makes it possible for diversity in classrooms, allowing the instructional needs of users to be met. Programs can be used to customize specific content and with personalized reports providing feedback to teachers who will perform modifications on the presentations as appropriate. In conclusion, individual students with the learning urge are able to have their success goals attained through the application of technology and mathematics. It has resulted in numerous mathematical sites where students and professionals can access online professional development like the math forum. The web pages can make it possible for students to access data and through mathematical communities for students. Bibliography Blume, Glendon W., and Mary K. Heid (2008). Cases and perspectives. Charlotte, N.C. Reston, Va: Information Age Pub. National Council of Teachers of Mathematics. Bolt, Brian (2009). Mathematics meets technology. Cambridge New York: Cambridge University Press. Charles worth, Rosalind, and Karen Lind (2013). Math and science for young children. Belmont, Calif: Wadsworth Pub Co Rousseau, Christiane, and Yvan Aubin (2008). Mathematics and technology. New York London: Springer. Tooke, D J., and Norma Henderson (2007). Using information technology in mathematics education. New York: Haworth Press. Lavicza, Z. (2010) Integrating technology into mathematics teaching at university level. ZDM Mathematics Education. Read More