Within the Mathematics curricular area, technology serves an essential role in providing support for teacher instruction and student learning. Technology enhances and extends the scientifically based teaching strategies that were adopted by the Iowa Department of Education through Every Student Counts.
The advantages of using technology with mathematics can be emphasized best within the process of mathematical thinking instead of formal procedures used within mathematics.
Curriculum Instruction Connections
An NCTM Standards-based curriculum is cohesive and comprehensive. It includes the content strands of number and operations, algebra, geometry, measurement and probability and data analysis. The teaching focus is on conceptual development and teaching for understanding. Problem solving is a way for both learning and teaching mathematics.
Representations are used to explore and develop concepts. Learning is student-centered with an emphasis on both written and oral communications to explain reasoning.
Teachers should concentrate on providing opportunities for students to interact in problem-rich situations. Teachers get students actively engaged in solving, explaining, and reasoning about rich problems focused on important mathematics. Teachers must encourage students to find their own solution methods and give them opportunities to share and compare their solution methods and answers.
Research gives us some indications on strategies that help to increase students’ success in math. Some of those strategies are listed below. If you are looking for more information on the teaching strategy, go to the Central Rivers AEA Mathematics Curriculum home page.
- Teaching and learning mathematics through problem solving
- Multiple linked representations
- Meaningful distributed practice
- Practice on computational procedures should be designed to build on and extend understanding
- Integrated development of conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition