Technology Intergration in Middle School Math

Technology in Middle School Math Articles:

Garofalo, J. & Summers, T. (2004). Macromedia Flash as a tool for mathematics teaching and learning. School Science and Mathematics

104(February): 89-93.
Here’s a different kind of reference. Macromedia Flash movies that help students visualize mathematical concepts. In keeping with the National Council of Teachers of Mathematics’ Principles and Standards for School Mathematics, the use of the graphic power of Flash movies supports the Technology Principle. That principle states: “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning.” If you believe this, then you will want to investigate as many of these sites and references as you can so you can be part of the solution

D'Souza, S.M. & Wood, L. N. (2003). Secondary students’ resistance toward incorporating computer technology into mathematics learning. Mathematics and Computer Education

37(Fall): 284-295.
The way we feel about using technology has been shown to impact our actual use of these tools. This study focused on a group of Australian secondary school students in terms of their concerns with using spreadsheets in their mathematics classes. Implications for math learning are discussed. If your attitude toward the use of technology in teaching math is positive and confident, the chances are that you will actually integrate such use in many ways and your students will reflect that attitude. If you lack the skills and confidence, then it is going to be much harder. This may have implications for the professional development of teachers in the use of technology and the concern we need to have for the attitudes of our students involving their use of technology.

Glazer, E. (2004). From a caterpillar to a butterfly: The growth of a teacher in developing technology-enhanced mathematical investigations. Journal of Technology and Teacher Education

12(1): 115-138.
An inexperienced math teacher, worked with an experienced teacher for eight weeks as she created technology-enhanced learning activities for her math students. Research was done to determine the factors that led to her development of the abilities to create such experiences. Autonomy, confidence, and awareness, as might be expected, were the main characteristics found. The article goes on to explore the conditions and support needed to involve other teachers in developing and using such technology-enhanced learning activities.

Technology Integration Websites:

CONTENT AREA: Math
GRADE LEVEL: Middle
URL: http://www.alri.org/harness.html#MATH

Although this site is primarily designed for adult students, it approaches both math and science from a fundamental standpoint that could be helpful for anyone needing help with the basics. The description of the site indicates that it is designed to “help adult literacy education (ABE/GED/ESL/ESOL) teachers and learners to use computers, television, audio and video cassettes, and other electronic technology to help solve learning and instructional problems. The Web pages grow and improve as practitioners and learners describe problems and contribute good solutions that use technology.

CONTENT AREA: Math
GRADE LEVEL: Middle
URL: http://www.aimsedu.org

The AIMS Education Foundation, founded in 1981 by NSF, is a non-profit organization that provides “Activities integrating mathematics and science.” It is aimed at teachers and is aligned with key standards. A search conducted on this site for the term “math and technology” produced over 1,000 hits.

CONTENT AREA: Math
GRADE LEVEL: Middle
URL: http://students.ed.uiuc.edu/yhsiung/final/index.htm

This instructional web site, “Integrating technology in 6-8 math curriculum,” by Yu-Lu Hsiung, a Ph.D. student in the University of Illinois, is still being expanded. Its purpose is to show middle school teachers the why, where, when, what and how behind the integration of math and technology in grades 6-8. Included are some practical sample lesson plans that include computer activities, such as computer games, computer tools, and web sites that can help students with math topics that range from number operations to geometry.