The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference

1985 ◽  
Vol 78 (4) ◽  
pp. 243-250
Keyword(s):  
Mathematics Education ◽  
Instructional Methods ◽  
Emerging Technology ◽  
School Mathematics ◽  
Computing Technology ◽  
Critical Problems ◽  
Education Today ◽  
Mathematics Curricula ◽  
The Impact

One of the critical problems facing mathematics education today is the need for curricula and instructional methods to respond to the influence that computing technology is having on mathematics and its teaching. Numerous conferences, reports, and projects have focused on different aspects of the effect of emerging technology on mathematics curricula and instruction.

Teaching in a Computer-intensive Algebra Curriculum

1989 ◽  
Vol 82 (9) ◽  
pp. 688-694
Author(s):  
Joan K. Lynch ◽  
Peter Fischer ◽  
Sarah F. Green
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Conference Report ◽  
Emerging Technology ◽  
Significant Shift ◽  
Classroom Organization ◽  
Guided Practice ◽  
Directed Learning ◽  
Critical Problems ◽  
Education Today

The report of a March 1984 NCTM conference (Corbitt 1985) argued that one of the critical problems facing mathematics education today is the need for curricula and instructional methods that reflect the influence of computing on mathematics and its teaching. The conference report suggested that emerging technology would make possible a significant shift in curricular priorities and in patterns of classroom organization. The curricular emphasis could shift from ma nipulative skills to concepts, relationships, structures, and problem solving. The instructional emphasis could shift from teacher presentations and guided practice of skills to student-directed learning that exploits technology to solve problems and explore concepts.

The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference

1985 ◽  
Vol 32 (8) ◽  
pp. 14-60
Keyword(s):  
Mathematics Curriculum ◽  
Computing Technology ◽  
University Of Maryland ◽  
Critical Problems ◽  
Education Today ◽  
Mathematical Sciences ◽  
K 12 ◽  
The University ◽  
The Impact ◽  
Insight Into

One of the critical problems facing mathematics education today is the need for curricula and instructional methods to respond to the influence that computing technology is having on mathematics and its teaching. Numerous conferences, reports, and projects have focused on different aspects of the effect of emerging technology on mathematics curricula and instruction. For example, the Conference Board of the Mathematical Sciences produced a set of guidelines that identified fundamental topics in K–12 mathematics (CBMS 1983), and an NSF-sponsored conference at the University of Maryland resulted in a document that provided insight into the effect of the computer on subjects in the traditional secondary mathematics curriculum (Fey 1984).

Innovative Instructional Methods Integrating 21st-Century Competencies in Mathematics Education

2021 ◽  
pp. 234-252
Author(s):  
Elizabeth Powell
Keyword(s):  
Professional Development ◽  
Mathematics Education ◽  
21St Century ◽  
Instructional Methods ◽  
Class Culture ◽  
Visual Tasks ◽  
Teachers And Students ◽  
Modeling Behavior ◽  
Math Class ◽  
The Impact

Rich exploratory, visual tasks foster opportunities conversations in math class. Clear mental models build the foundation for deeper conversations and foster a class culture where all voices are heard by providing opportunities to take risks and reflecting on beliefs about student ability. Teachers and students can learn the value of engaging with different perspectives. Reflecting on instruction for teachers and learning for students improves retention and understanding. A teacher's role is as facilitator and modeling behavior and communication. Professional development and frameworks are needed to adopt the competencies effectively. Researchers evaluating efficacy of rich tasks and 21st century competencies must reexamine beliefs about ability, consider the impact of societal barriers on student learning, and focus on how instruction can adapt to be more effective for all learners. More research in all of these areas is needed.

“New math” in the gay nineties

1976 ◽  
Vol 23 (3) ◽  
pp. 165-166
Author(s):  
Gary A. Deatsman
Keyword(s):  
Nineteenth Century ◽  
Mathematics Education ◽  
School Mathematics ◽  
Rote Learning ◽  
Mathematics Curricula ◽  
New Math

I had always assumed that the development of school mathematics curricula since the nineteenth century had been characterized by fairly steady progress accelerated by the “new math” movement of the last decade. Back in the days of horse and buggy, mathematics education was supposedly strictly rote learning of rules and algorithms with little or no understanding. Endless drill was employed to produce the army of accurate human calculators needed before machines were developed to take over this work.

A Plan for Assessing the Impact of the NCTM's Agenda for Action

1984 ◽  
Vol 15 (1) ◽  
pp. 3-14
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Significant Part ◽  
National Council ◽  
The Impact

In 1980, the National Council of Teachers of Mathematics (NCTM) published An Agenda for Action: Recommendations for School Mathematics of the 1980s. The Agenda was widely disseminated and represents a significant part of NCTM's effons to influence changes in mathematics education during the current decade.

The Junior High School Mathematics Program— Past, Present, and Future

1970 ◽  
Vol 63 (5) ◽  
pp. 383-390
Author(s):  
W. Eugene Ferguson
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Program ◽  
Education Today ◽  
High Level

Many teachers believe that the junior high school is “where the action is” in mathematics education today. Students at the junior high level usually are intellectually curious, full of life, and willing to spend some time exploring in depth mathematical ideas and concepts.

The Turtle Deserves a Star

1986 ◽  
Vol 33 (7) ◽  
pp. 14-16
Author(s):  
Rick Billstein ◽  
Johnny W. Lott
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Major Influence ◽  
Computer Language ◽  
National Council ◽  
Computing Technology ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Excellent Opportunity ◽  
Mathematics Curricula

The National Council of Teachers of Mathematics recently published “The lmpact of Computing Technology on School Mathematics: Report of an NCTM Conference” (NCTM 1985). This report addresses the need for mathematics curricula and instructional methods to respond to the influence of computing technology. This report states that “the major influence of technology on mathematics education is its potential to shift the focus of instruction from an emphasis on manipulative skills to an emphasis on developing concepts, relationships, structures, and problem-solving skills.” The use of the computer language Logo offers an excellent opportunity to use technology to help develop the problem-solving skills advocated in mathematics. This article gives examples not only of how Logo might be used to teach some mathematical concepts but also of how it can be used as a problem-solving tool.

Research into Practice: Calculators and Computers: Tools for Mathematical Exploration and Empowerment

1994 ◽  
Vol 41 (7) ◽  
pp. 412-417
Author(s):  
Michael T. Battista
Keyword(s):  
Mathematics Education ◽  
Learning Environments ◽  
Mathematical Reasoning ◽  
School Mathematics ◽  
Profound Impact ◽  
Powerful Learning ◽  
Mathematical Exploration ◽  
Mathematics Curricula ◽  
Powerful Learning Environments ◽  
Development Of Students

Over the last decade, major advances in technology have brought new and exciting possibilities to mathematics education. The universal availability of calculators—both as stand-alones and as built-ins for such devices as cash registers—is having a profound impact on what should be taught in mathematics curricula. Computers are furnishing increasingly more powerful learning environments for students. Both devices require and support enhanced development of students' mathematical reasoning. This article discusses a number of ways that calculators and computers can be used as tools for exploration and empowerment in school mathematics.

Soundoff: The Impact of Computer Science on School Mathematics

1985 ◽  
Vol 78 (7) ◽  
pp. 494-495
Author(s):  
Anthony Ralston
Keyword(s):  
Secondary School ◽  
Computer Science ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Related Topic ◽  
Computing Technology ◽  
Secondary School Mathematics ◽  
The Impact

Recently NCTM sponsored a conference on “The Impact of Computing Technology on School Mathematics.” Its report (Corbitt 1985), published in the April issues of the Mathematics Teacher and Arithmetic Teacher should be of interest to many teachers of secondary school mathematics. My topic here, however, is not the report but rather a related topic that is only lightly touched on in it. I am concerned with the impact of computer science, not computing technology, on secondary school mathematics.

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