W1_Reading

High school students are having difficulty applying mathematical knowledge learned and staying motivated to learn.  If I integrate technology into the class curriculum than it will improve knowledge application and students motivation to learn. This is my Action Research problem statement along with a brief summary of what the articles I have selected are about.

In an article by Nancy Drickey (2006), she highlighted the fact that The National Council of Teachers of Mathematics (NCTM), recommend that school mathematics instructional programs should use technology to help students understand math in order to prepare them to use it an our increasingly technological world.  In a study she assessed the effectiveness of physical and virtual mathematics manipulatives on middle school students’ visualization and spatial reasoning skills as well as attitudes toward math compared to traditional mathematical instruction.  Results of the study showed that students enjoyed working in the virtual or physical manipulatives and stated this was fun and easier to understand which made them want to learn.  The study also highlighted the challenges for implementing technology into mathematics curriculum and recommendations for classroom practice to enhance mathematics instructions.

I looked into research, which focused on digital game-based learning, computer supported collaborative learning and animations for instructional use related to mathematics to see if this technology increased student motivation to learn.  I came across a development article by Dr. Fengfeng Ke (2008), who performed a study that examined if computer games were more effective in facilitating comprehensive math learning outcomes compared to the traditional paper and pencil drills.  The results indicated that computer games were significantly more effective in promoting learning motivation as compared to the paper-and-pencil drills.   It was also interesting to see that cooperative goal structures enhanced attitudes towards math learning over competitive and individualized program structures. 

Many have studied technology integration into mathematical curriculums, as it is not without problems.  Gardner, (2004) published on article on her High school experience as a Media Specialist where she painted a rather complete picture of how two math teachers moved away for the daily practice drills and memorization routines to integrating technology into their math curriculums.   Teachers identified the key teaching problems they had and then looked for technology-based projects and tools that would help them to resolve these problems.   Once the tools were selected based on the needs, integration technology plans were created and teachers were trained on the tools.  The article discussed a lot of different math tools and projects that were created to encourage the students to apply the knowledge they learned in real life situations while increasing their knowledge of technology. 

In a study conducted by Mark Neill and Jerry Matthews (2009), results showed that there was a 22% increase in the number of students who met or exceeded state-mandated growth targets in math after the first year of computer-assisted learning interventions for grades 7 and 8.  The study brought to the surface the fact that; teachers’ technology skills and their use of technology in the classroom had an impact on how much of an increase studies like this show.  

                                                         References

Drickey, N., & College, L. (2006).  Learning technologies for enhancing student   

     understanding of mathematics.  E-Journal of International Journal of Learning,

     13(5),109-115. Retrieved October 2, 2010, from http://web.ebscohost.com/

     ehost/pdfviewer/pdfviewer?vid=22&hid=15&sid=92b57148-cb12-414a-887e-

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Fengkeng, K. (2008).  Computer games application within alternative classroom goal  

     structures: cognitive, metacognitive, and affective evaluation. Educational       

     TechnologyResearch and Development, 56, 539-556. doi:10.1007/s11423-008-9086-5

Gardner, J. (2004). Technology + planning + math = integration.  Knowledge Quest,

     32(5), 26-29. Retrieved October 2, 2010, from http://web.ebscohost.com/ehost/

     pdfviewer/pdfviewer?vid=28&hid=15&sid=92b57148-cb12-414a-887e-

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Neill, M., & Matthews, J. (2009).  Does the use of technological interventions improve

     student academic achievement in mathematics and language arts for an identified

     group of at-risk middle school students? Southeastern Teacher Education Journal,

     2(1), 57-65. Retrieved October 2, 2010, from http://web.ebscohost.com/

     ehost/pdfviewer/pdfviewer?vid=19&hid=108&sid=92b57148-cb12-414a-887e- 

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