Enya Watling: Mathematics in the modern classroom

Mathematics in the modern classroom

Within this essay, I will discuss the benefits of incorporating technology, including some key mathematical tools into maths lessons, and highlight the importance of maths in today’s society. I will also discuss the counter-argument, that technology is not always beneficial in the classroom, before making my own conclusion. ‘‘A high-quality mathematics education, therefore, provides a foundation for understanding the world.’’ (Pakeman primary school.2019).  

Importance of maths within the modern world

 ‘‘Mathematics is a fundamental part of human thought and logic, and integral to attempts at understanding the world and ourselves’’ (Wile, n.d.).

Wile argues, that maths is one of the most significant subjects taught in schools today. Children, who regularly use their basic knowledge of maths, are able to function certain brain regions more reliably than that of their peers, who do not have this skill. Thus practising maths involves the child using their cognitive and decision-making abilities. (Piday.org, 2018). Maths is a universal language and is an essential subject as it teaches children how to think logically and order their thought patterns. Mathematical equations are systematic with predictable outcomes. In order to achieve the correct answer, children have to be precise and organised within their work (Wile, n.d.). Therefore maths as an exercise engages children to think critically and logically, as they solve questions and are encouraged to show their workings out. This sense of order and discipline is a skill and quality that is a desirable quality for everyday life. Mathematics actively enables a deeper understanding of key areas across the curricula such as science, music, art and social studies (Wile, n.d.). Within-subjects like music, a child’s ability to calculate timings within the piece is dependent on accurately re-creating the song. Children first understand the concept of value and money through maths and in later grades learn to calculate fractions and percentages which are skills integral to a sustainable lifestyle (Piday.org, 2018).  Maths is reported to stimulate and build on an individual’s mental discipline and mental rigour; the ability to interpret, analyze and develop an understanding of complexity. ‘‘Mathematics fulfils most of the human needs related to different aspects of everyday life. Every person whatever he or she requires a knowledge of Mathematics in day to day life for various purpose’’ (Das, 2012).  Students who succeed in maths are likely to study a higher degree and ultimately have the option of higher paying careers such as those in medicine or engineering comments (Wile, n.d.).

Technology and maths, how do they work together?

‘‘All children must learn essential Mathematics so that they can face the challenges of their day to day life as well for the newly formed technological world of today and tomorrow. Hence, Mathematics is made an essential subject from the beginning of the school education.’’ (Das, 2012, p.1.)

Within the classroom, a teacher may have students of varying levels and mathematical abilities all at one time. For some children, maths is understandable and these may have already grasped the basic skills. However, some student’s ability may be weak, and without the fundamental basic mathematical building blocks, more advanced tasks like solving equations may simply be too difficult. Maths requires a lot of attention, practise and hard work for many children who develop the belief that math is simply too hard thus associating it negatively (Cox, n.d.). For many maths is not an enjoyable subject and has adopted negative connotations within society.

For a teacher, to single handily create and deliver a maths lesson which is relevant to all learning abilities, both challenging for children of higher abilities and understandable for those who are less confident in maths is a difficult challenge. With the aid of technology teachers are able to create interactive, engaging lessons to meet and benefit students with a variety of mathematic abilities at the same time (Picha, 2018) (Cox, n.d.). Technology within math lessons can be specific to the child’s needs, in providing individuals with the support they need with the added benefit of assessing their personal performance and where necessary challenging students who have learnt and mastered the basics within maths. ‘‘Technology is the classroom has the ability to provide resources for the struggling, while also challenging the students who excel’’ (Cox, J. (n.d.). How Technology in the Classroom Can Help with Math).

Additional support is easily accessible through websites and apps, providing teachers with a collaborative teaching style that supports children’s problem solving and encourages further reflecting and thinking within their exercises (Picha, 2018). Lessons can also be made more dynamic and co-operative through large group work using technology such as whiteboards, working in pairs on the computer or ipads. Popular online maths resources within the classroom include ‘V Math Live. This is a fun and competitive website which supports students to learn online at their own pace. The site connects students across the globe and enters them into math competitions, children are able to track their progress and monitor their improvement. The students are rewarded and encouraged, through badges and trophies when they work through and complete lessons, giving the students an incentive to learn. Cox argues that V Math Live has a broad range of content and can focus on improving mental math skills for students (Cox, n.d.).Pakeman Primary is also an advocate of incorporating technology within their math lessons, arguing that these websites meet the various learning needs of their students. Within their lessons, Pakeman Primary use Mathletics, an online resource both accessible at home and in school. The school also use Abacus, an online learning toolkit for both the students and teachers, created in order to improve math skills and therefore test results. (Pakeman primary school.2019).  Another website that can be used throughout Primary school stages is Math Playground, a site where students can engage in maths through logic puzzles from all grades. The puzzles can accommodate different skill levels students may be at. Academics.com is claimed by Cox as the site which increases fact fluency, student engagement and provides fun within the classroom. The app has a broad selection of topics to support students in maths such as games which directly focus on multiplication, subtraction, addition, ratio, decimals and everyday skills such as time and money management (Cox, n.d.).

However, using technology within maths lessons does not have to be confined to games and exercises to improve a child’s mathematical abilities. Melissa Chriswisser a Math Teacher from Florida, states that she could not imagine a maths classroom without technology, to the extent she believes that technology has aided her student’s success (Chriswisser, 2017). With this help, Chriswisser is able to create videos and online resources for her classroom. She is now able to teach students from both her school and other schools through the accessibility of modern technology. Websites such as iTunes U and ThatQuiz.org enable her to distribute maths worksheets, quizzes and online materials which are relevant and in line with the curricula taught in school. Students who miss lessons due to illness or extra-curricular activities are then able to access the work from home, this avoids students falling behind and missing work (Chriswisser, 2017). Amongst using technology which helps to teach her students, Chriswisser is also able to track her student’s progress and work through an app called ClassKick. This app connects the online workings out of students to the teacher’s laptop or Ipads thus helping the teacher monitor the progress of her students and give help and assist and provide feedback to students where needed (Chriswisser, 2017).  Finally, with the classroom Chrisswisser is continually looking for innovative new ways to use technology in lessons, apps like Kahoot and Quizlet Live create an engaging environment to learn in whilst students are encouraged to be independent learners in creating their own teaching content and revision videos (Chriswisser, 2017).  

Is technology interfering with math lessons?

‘‘Teachers and curriculum developers must be knowledgeable decision makers, skilled in determining when and how technology can enhance students’ learning’’ (International Society for Technology in Education, 2008).

Although technology is a great classroom aid for maths lessons, there is a potential danger that educators may integrate technology into their lessons in a way that is neither beneficial nor pedagogically appropriate for the child (Picha, 2018).

It is important to consider that using technology effectively, does not imply using it continually or primarily, rather strategic and cross-curriculum teaching done effectively in a maths lesson uses technology as an aid instead of as the focus of the lesson (Nctm.org, 2015). Picha argues that using technology within maths lesson can, in fact, distort the purpose of maths and create fear and stress. It is argued that using technology can distract pupils from the concept of making connections, discovering patterns and thinking deeply when solving a maths equation (Picha, 2018). Instead, mathematical games that promote competition focus on speed, and rote learning; memorization through the use of repetition can, in fact, lead to math anxiety. Which can be defined as, “the panic, helplessness, paralysis, and mental disorganisation that arises among some people when they are required to solve a mathematical problem” (Tobias and Weissbrod 1980). The methods and formula of math apps and websites, that are used widely within the classroom can focus the child’s attention to memorizing answers instead of understanding the concept. This can create a nonsensical form of mathematics, resulting in an abundance of disconnected information, comments (Picha, 2018). Picha further argues that repetition and memorization are less valuable than a child’s ability to actively problem solve arguing that in order to teach our students real-life experiences we need to engage them with real-life mathematics (Picha, 2018).

Conclusion

With the advancements of technology within the classroom, it can be stated that maths has become more interactive, engaging, experiential and diverse. I believe that technology has greatly benefitted both the planning and the executing of math lessons for teachers. The ability to compete against other students across the world in maths games is a truly awesome opportunity for students. Technology applied to maths gives access to individual and enjoyable lessons which are both supportive and educational. It can be argued that in implementing maths games in the classroom with an element of competition, children are more likely to practise and continuing playing maths games at home, in order to challenge their fellow classmates continually and potentially obsessively to the detriment of other subjects. As mentioned within Melissa Chriswisser’s classroom experience, technology has made maths lessons available and accessible to everyone, everywhere. This includes methodical teaching videos and worksheets to complete at home.  From personal experience, when completing my GCSE maths, YouTube videos were really helpful and far more beneficial than reading from a textbook. I was able to access pass papers and complete maths tests with instant results, which re-directed me to areas I need to focus on. In concluding, the physical presence of a teacher can never be entirely substituted due to the mixed learning abilities of a physical classroom, the need to maintain concentration levels and offer practical assistance/guidance in problem-solving. Therefore technology is not a solution in itself to teaching maths but if used correctly a useful teaching aid. 

Word Count: 1859 
Enya Watling- St20112026 - Group 1.6 

Reference list

Chriswisser, M. 2017, Finding the Perfect Solution to Utilizing Technology in a Math Classroom, National Catholic Educational Association, Washington.

Cohrssen, C., Church, A., Ishimine, K. and Tayler, C. (2013). Playing with Maths: Facilitating the Learning in Play-Based Learning. Australasian Journal of Early Childhood, [online] 38(1), pp.95-99. Available at: https://journals.sagepub.com/doi/pdf/10.1177/183693911303800115.

Cox, J. (n.d.). How Technology in the Classroom Can Help with Math. [online] TeachHUB. Available at: https://www.teachhub.com/how-technology-classroom-can-help-math [Accessed 3 May 2019].

Das, S. (2012). A Study of Mathematics Curriculum for School Education since Last Two Decades and its Implementation. [ebook] p.1. Available at: http://www.ncert.nic.in/pdf_files/17.Mathematics%20Curriculum%20for%20School%20Education%20_16.12.pdf [Accessed 3 May 2019].

Haylock, D. (2010). Mathematics explained for primary teachers. 4th ed. London: SAGE, p.13.

Haylock, D. (2018). Links to Curriculum | SAGE Companion. [online] Study.sagepub.com. Available at: https://study.sagepub.com/haylock5e/student-resources/links-to-curriculum [Accessed 1 May 2019].

International Society for Technology in Education. (2008). National educational technology standards for teachers. Retrieved from http://www.iste.org/standards/nets-for-teachers.aspx

Nctm.org. (2015). Strategic Use of Technology in Teaching and Learning Mathematics. [online] Available at: https://www.nctm.org/uploadedFiles/Standards_and_Positions/Position_Statements/Strategic%20Use%20of%20Technology%20July%202015.pdf [Accessed 3 May 2019].

Pakeman Primary School. (2019). Pakeman Primary School, London. [online] Available at: https://www.pakemanprimary.co.uk/ [Accessed 3 May 2019].

Picha, G. (2018). Effective Technology Use in Math Class. [online] Edutopia. Available at: https://www.edutopia.org/article/effective-technology-use-math-class [Accessed 3 May 2019].

Piday.org. (2018). 10 Reasons Why Math Is Important In Life – Pi Day. [online] Available at: https://www.piday.org/2018/10-reasons-why-math-is-important-in-life/ [Accessed 3 May 2019].

Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: an update. Harvard Educational Review, 50(1), 63-70. Retrieved from https://www.heacademy.ac.uk/system/files/downloads/5.6_what_is_maths_anxiety_handout.pdf

Wile, E. (n.d.). Why Is Math So Important for Kids to Learn? | Livestrong.com. [online] LIVESTRONG.COM. Available at: https://www.livestrong.com/article/255620-why-is-math-so-important-for-kids/ [Accessed 3 May 2019].