Jerian Dawn P. Pama MA.Ed. Secondary Mathematics (Non-Thesis) - First Year

a.) Describe briefly the methodology and result of the study.-The purpose of the research is to promote the appropriate usage of technology for the Mathematics teachers and PSTs (Pre-service teachers) in preparing their lessons. The researchers introduced the approaches and guidelines in using technology. The approaches were: 1) the teacher educator is the primary user of the technology; 2) the teacher is being prepared to be the primary user of technology; and 3) to prepare PSTs (Pre-service teachers) to have their future students use technology to investigate concepts and solve meaningful problems in the content areas. The first approach focused on teacher educators who use multi-media case studies for rich teaching episodes to help PSTs analyzed teaching and learning environments, and uses of technology to present information or to demonstrate explorations. The second approach focused on PSTs that needs to be prepared to use technology tools for word processing, grade and record keeping, web page production, and presentations using subject-specific software and websites to create presentations, lectures, lessons, and assessments. The third approach focused on PSTs to guide the students to use technologies such as spreadsheets, graphing calculators, dynamic geometry programs, and playable websites to explore mathematical concepts and use mathematics to solve problems in applied contexts. The guidelines were: 1) introduce technology in context; 2) address worthwhile mathematics with appropriate pedagogy; 3) take advantage of technology; 4) connect mathematics topics; and 5) incorporate multiple representations. Overall, the researchers believed that this guidelines and approaches in using of technology in mathematics teaching reflect the views of most mathematics educators and those materials have the potential to provide them with concrete places for integrating technology activities in their teaching programs.

b.) What are the implications of the research result to classroom practice?

It implies that technology is essential in teaching and learning mathematics; it helps the mathematics teachers to teach and enhances students' learning with the use of advance technology, through this, they can become more competent and confident in teaching with technology. And the Mathematics teachers and PSTs should follow the guidelines and approaches in using technology.

c.) Based on the recommendations of the researchers, how would you apply the result of the study to teaching mathematics?

I will apply these guidelines and approaches in teaching mathematics using technology by introducing and discussing to my students various websites, technological tools and other resources in order for them to be more knowledgeable, understand and to be aware in using technological tools.

d.) Include the abstract and the reference in APA format.

ABSTRACT

In the Principles and Standards of School Mathematics the National Council of Teachers of Mathematics (NCTM) identified the "Technology Principle" as one of six principles of high quality mathematics education (NCTM, 2000). This principle states: "Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning". There is widespread agreement that mathematics teachers, not technological tools, are the key change agents to bringing about reform in mathematics teaching with technology (Kaput, 1992; NCTM 1991, 2000). Yet, preparing teachers to use technology appropriately is a complex task for teacher educators (Mergendoller, 1994). Waits and Demana (2000) argue that adoption of technology by teachers requires professional development that focuses on both conceptual and pedagogical issues, ongoing support in terms of "intensive start-up assistance and regular follow-up activities" and a desire to change from within the profession. In addition, studies of teachers' implementation of educational technology document that at least three to five years are needed for teachers to become competent and confident in teaching with technology (Dwyer, Ringstaff, & Sandholtz, 1991; Means & Olson, 1994). The Curry Center for Technology and Teacher Education at the University of Virginia is developing materials to help preservice secondary mathematics, social studies, and science teachers (PSTs) learn to incorporate technology appropriately into their teaching. The focus of the mathematics team is to devise activities that will prepare secondary teachers to use technology to enhance and extend their students' learning of mathematics. In this article we discuss the approach to developing and using materials for this purpose.

References:Regression .http://www.exploremath.com/activities/Activity_page.cfm?ActivityID=6Garofalo, J., Shockey, T., Harper, S., & Drier, H. (1999). The Impact project at Virginia: Promoting appropriate uses of technology in mathematics teaching. Virginia Mathematics Teacher , 25 (2), 14-15.Goldenberg, E.P. (1988). Mathematics, metaphors, and human factors: Mathematical, technical, and pedagogical challenges in the educational use of graphical representations. Journal of Mathematical Behavior , 7 , 135-173..Jiang, Z., & McClintock, E. (2000). Multiple approaches to problem solving and the use of technology. Journal of Computers in Mathematics and Science Teaching, 19 (1), 7-20.Kaput, J.J. (1992). Technology and mathematics education. In D.A. Grouws (Ed.),Handbook of research on mathematics teaching and learning (pp. 515-556) . New York:Macmillan.National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.Neuwirth, E. (1995). Correlation visualized .http://sunsite.univie.ac.at/Spreadsite/statexamp.

e.) Include a photo showing student`s activities with computer. Include your reference if you do not own the photo. Describe the student`s activities. Compare and contrast the use of technology as espoused in research and student`s activities with technology.

-Reference: (https://www.google.com.ph)

In this photo, it shows that the students are having their computer class together with the teacher. The teacher discusses the lesson to the students using computers (flat screens), a projector and a white screen as his visual aid. He gives his students instructions on how to open a toolbar pertaining to Microsoft office. The students listens and follows as the teacher instructs, they make an output and save it on the computer as their performance. Through this technology, it helps teachers as well as students in making presentations, gradesheets, projects, etc… If we based this photo to research, the researchers concluded and it is true that "Technology is essential in teaching and learning not only in mathematics but also in other subjects. It enhances the students' learning and the teachers’ competence and confidence in teaching with technology ".