For adults, math is used in many ways, from configuring sales tax and tips to figuring gas mileage and averages; but for children it sometimes seems as if the only time for math is for homework and tests. The initial purpose for schools in this department is for the students to see and understand the practical uses of it, however it is controversial that the use of teaching with calculators changes this idea. In the short essay Ditch the Calculators, the author Diane Hunsaker insinuates that the overuse of calculators in math class defeats the ultimate goal of education: expanding the mind and increasing students abilities to function as contributing members of society. As society enters the twenty-first century it seems that teaching and learning has an entirely new perspective. It seems as though the new technologies that are introduced in school, computers and calculators, are not producing the same effects that learning without them once had. As a college level student I feel that, from my own experience, I am an advanced math student because the rules and principles were drilled into my memory and not that of a calculator at a young age.
Depending on one’s perspective, the use of calculators at the elementary school level is seen as either the solution to or cause of many of the problems affecting math education in this country. It has been known for a long time that early experience is able to shape the brain and behavior. In the stages of learning at a young age, to fully grasp a concept, a child must understand the principles how and why in order to apply any significance or relation to anything. This particularly applies to such a subject as that of math. Diane Hunsaker expresses her view as well in the following quote: “Math is as much about knowing why the rules work as knowing what the rules are” (668). It seems that Hunsaker is saying that before rules can be applied, there must be a foundation for them. This concept for math, and in general, trains the mind by exercising thinking skills. It is apparent that she agrees by examining her direct statement, “Math trains the mind.”
By this she also goes on to say, that by the ability to exercise these particular thinking skills that students are learning to think logically and rationally. I must say, that having the ability to think logically and rationionally in controlled situations has allowed me to progress outside the classroom.
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
The proposed solution to these problems is the inclusion of media from the website and smart-device application Khan Academy. To limit the overall possible negative impact on normal instruction, the proposed intervention will be limited to a single unit of instruction within the introductory Algebra course. The proposed intervention will simply be the addition of two factors. The first part of the intervention will be the in-class supplementation of daily teaching with the video lessons provided by Khan Academy. These lessons will not supplant normal teaching instruction, but will merely be an additional avenue of instruction. The second part of the intervention will be to limit the amount of normal homework required to be completed by the
teachers and students. It is true that students that this will help to increase their reasoning
...o get attracted by easy and quick ways of learning things. If the technology provides easy and attractive solutions to students, they will get addicted to it and overuse it in ways which can certainly drop the educational standards. Gelernter disagrees with the comment made by a school principle, “Drilling addition and subtraction in an age of calculators is a waste of time.” (279). He revels the bitter truth where American students are not fully prepared for college because they have poorly developed basic skills. In contrast to this reality, he comments, “No wonder Japanese kids blow the pants of American kids in math.” (280). He provides the information from Japanese educator that in Japan, kids are not allowed to use calculators till high school. Due to this, Japanese kids build strong foundation of basic math skills which make them perform well in mathematics.
Mathematics has become a very large part of society today. From the moment children learn the basic principles of math to the day those children become working members of society, everyone has used mathematics at one point in their life. The crucial time for learning mathematics is during the childhood years when the concepts and principles of mathematics can be processed more easily. However, this time in life is also when the point in a person’s life where information has to be broken down to the very basics, as children don’t have an advanced capacity to understand as adults do. Mathematics, an essential subject, must be taught in such a way that children can understand and remember.
Calculators, computers, appliances, and many more things were created to help us. “The tools we use to think change the way in which we think” (Turkle). This point that Sherry Turkle made in her article and it is true, in a way. Computers do things for us and to us, that is also true. Some people like to blame technology for a lot of things and they could be in the right or in the wrong for it. “Technology does not determine change, but it encourages us to take certain directions” (Turkle). Calculators, for example, are only a tool and people will blame them when the answer they get is wrong. They are wrong though, since calculators are only a tool, it means that they are the ones that messed up. If they had done it by hand, there is a 99% chance that they would have done it wrong
Ward (2005) explores writing and reading as the major literary mediums for learning mathematics, in order for students to be well equipped for things they may see in the real world. The most recent trends in education have teachers and curriculum writers stressed about finding new ways to tie in current events and real-world situations to the subjects being taught in the classroom. Wohlhuter & Quintero (2003) discuss how simply “listening” to mathematics in the classroom has no effect on success in student academics. It’s important to implement mathematical literacy at a very young age. A case study in the article by authors Wohlhuter & Quintero explores a program where mathematics and literacy were implemented together for children all the way through eight years of age. Preservice teachers entered a one week program where lessons were taught to them as if they were teaching the age group it was directed towards. When asked for a definition of mathematics, preservice teachers gave answers such as: something related to numbers, calculations, and estimations. However, no one emphasized how math is in fact extremely dependable on problem-solving, explanations, and logic. All these things have literacy already incorporated into them. According to Wohlhuter and Quintero (2003), the major takeaways from this program, when tested, were that “sorting blocks, dividing a candy bar equally, drawing pictures, or reading cereal boxes, young children are experienced mathematicians, readers, and writers when they enter kindergarten.” These skills are in fact what they need to succeed in the real-world. These strategies have shown to lead to higher success rates for students even after they graduate
However, technology should never substitute the fundamental learning in our educational systems. Specifically, in primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by using a calculator, before letting the children get any closer to these technical gadgets, they have to first learn to figure out the answers themselves.... ... middle of paper ... ...
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
The early acquisition of mathematical concepts in children is essential for their overall cognitive development. It is imperative that educators focus on theoretical views to guide and plan the development of mathematical concepts in the early years. Early math concepts involve learning skills such as matching, ordering, sorting, classifying, sequencing and patterning. The early environment offers the foundation for children to develop an interest in numbers and their concepts. Children develop and construct their own meaning of numbers through active learning rather than teacher directed instruction.
Stinson, D. W. (2004). Mathematics as “gate-keeper” (?): Three theoretical perspectives that aim toward empowering all children with a key to the gate. The Mathematics Educator, 14(1), 8-18. Retrieved from http://files.eric.ed.gov/fulltext/EJ848490.pdf
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
The use of computers in school classrooms has evolved throughout the years, and has become revolutionary in changing the way we teach and learn. Our classrooms should no longer be confined to four walls and a few teachers who are considered to be experts in knowledge. Our classrooms need to keep up with a changing society and a new world that is dependent on technology. As students graduate, they need the technological skills needed to thrive in a world in which technology sets the pace. Society expects the school system to produce functional citizens who have the skills to gain profitable employment, and not be a drain on the system.
During my education, teachers have had many more resources available to them than they did during my Grandpa's time. Calculators, computers, and TV are everyday tools used for teaching. Teachers taught us how to use a calculator at a very early age. Since the fifth grade, I have used a computer to write or research most of my asiments. Every year, the amount of work I do on a computer increases.