Common core standards help provide high quality education and the standards communicate the very important aspect expected at every stage or each grade level of the students.
Mathematics experiences in early childhood experience have standards for mathematical practice illustrating varieties of capabilities that mathematical tutors at every level should seek to develop their students (Cane, E. 2013). They vest on both proficiencies and processes that stand of importance in mathematics which include; the National Council of Teachers of Mathematics process standards of proof and reasoning, problem solving, representation, communication, and connections. Also there exist a second that is of strands of mathematical proficiency as specified in the National Research Council’s report; strategic competence, conceptual understanding, adaptive reasoning, procedural fluency, and as of essence too productive disposition of the students.
Integration of technology into the mathematical classroom inspires and motivates students to understand concepts inclined to the 21st century way. The classroom has evolved from being a teacher, chalkboard and a group of students to a more interactive engagement of students in learning challenges and through the use of multiple kinds of technology. The technology ranges from computers to calculators which aid students perform computations in given circumstances (Johnsen, S. K., & Sheffield, L. 2012).
Computers can be used to perform different functions such as show the models of mathematics; the creation of graphs more easily by the use of Excel, Mathematics Virtual Library, and to practice math skills on various websites like Mathquaruim and A+. The Excel or grade book program could be used by the teacher to student scores and student skills (Schwols, A., & Dempsey, K. 2012).
Smart boards are the bridge between the whiteboard and the computer. Digital pens are used by teachers to write on the boards and then save the writing on their computers, such that at all times when teaching, if the board is used then you have a record of it. Students can be can be taught how to use software and websites easily when the smart boards are connected to the classroom computer and every students is able to see the board (Schwols, A., Dempsey, K., & Kendall, J. S. 2013).
On the other hand, calculators help students prepare for the actual world once they have mastered basic mathematical concepts. Simple computations can be made as such without the problem of doing thorough long division for instance; property tax computations.
The use of smart board is not spread to all classrooms and those that lack use the overhead projectors instead. This concept of technology allows the student’s and the teacher’s writings that are on normal paper to be projected onto a screen and are seen by all students. Important lessons can be saved or overhead transparencies could be used (Karten, Toby. 2012).
As time progresses, the technology use and modifications also progress. In this regard technology has been used for the purposes of leisure, education, and communication. However, in education, technology is delight and a jinx. It may enable the teacher to teach a large class creating the decreasing value of human contact in the student and teacher relationship (Wisconsin. 2012).
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Exploration purposes
Students can learn through exploring the internet and doing of research with the use of computers. When information and research papers are looked up with an extensive resource students are kept engaged in a project and learning far longer than they would have with the encyclopedias. On the other hand, the parameters and bounds of their required project may be explored beyond because of the distraction available on the internet (Oregon. 2011).
Lesson Integration
There is excitement and more engagement by the students about the subject being taught when technology is incorporated into lessons. The lessons considered boring may be made more interactive and engaging with the use of streaming video and virtual field trips. However, there is always the difficulty of finding the right materials online and hence teachers would spend more time planning lessons and become frustrated cause of the overwhelming work (Manley, R. J. 2013).
Special needs cases
Each student is to be able to go at his or her own pace with the assistance of technology. Individual instruction directly from the computer is enhanced allowing efficiency in teaching from the teachers’ perspective. This eases the teachers’ work making him do more while feeling less stretched. Also, assistive technology may be used by the students who are handicapped to communicate better. It has its backdrop in that the technology for special needs cases may be too expensive and take an inordinate amount of cash in acquiring and operating (Karten, Toby. 2012).
Costs incurred
The institutions in need of the technology may be able to get grants to help pay for its acquiring and usage in the classroom. Technology is expensive as well so it may take thousands of dollars a year for a school resourced with minimal technology. The laptops used must be replaced after two or three years of operation increasing the costs incurred. There is also the cost of hiring tech staff increases with t6he increase of technology equipment in schools so as to keep the technology running (Karten, Toby. 2012).
Training for proficiency
The requirements for both teachers and students who are to use the technology is the training to keep them computer savvy and allow them use their acquired knowledge in part-time jobs and future careers as well. The required amount of time to grasp the information on the computer is more and costly too hence some teachers tend not to participate in additional training (Christinson, J. 2012).
The technology is equally important to teachers as it is to students and they use it to keep student performance records, communicate with parents, and plan lessons.
Manipulatives, also referred to as “virtual manipulatives” are those virtual representations of mathematical problems. These virtual manipulatives that are incorporated alongside classroom technology include interactive games, online tools for mathematics, and presentations (Christinson, J. 2012). They allow students to explore mathematical concepts themselves rather than simply depending on the teacher and afterwards expected to memorize facts.
The resources of manipulatives can be found easily online and without extra planning it can be incorporated into the lesson plan. If there is the use of whiteboards then there would be no need to print out sections of the textbook or during the lesson run out paper or equations for the lesson.
In particular, the virtual manipulatives are easy to use and both the student and the teacher profit from online tools, systems or pre-planned manipulatives. They are easily accessible throughout the lesson and for instance if a teacher is using “blocks” for a place-value lesson, they might run out of blocks to use or might lack enough blocks for the entire class or if a student misplaces his hand out, a new one would be required to be produced by the teacher (Hull, T. H., Miles, R. H., & Balka, D. 2012). There is no limit to how many tools could be in use and so when students are viewing the same information from the board the manipulatives could easily be replaced by a single click of a button.
These manipulatives enhance the learning of mathematics concept and also engage the students. They can incorporate interactive games, sounds or vibrant colors in a class, which class tests and textbooks cannot. Abstract principles become concrete objects that are engaging to students in a realistic way of problem solving techniques and encouraging lively learning.
These manipulatives also have limitations that despite them being readily available resources, teachers still face the problem of finding the exact manipulative for use that will contribute to the lesson (Hull, T. H., Miles, R. H., & Balka, D. 2012). They conform to specific math topics and may not suit every teacher expectations. Therefore there is the limitation in the resources available for the teacher and hence the teacher would create a manipulative for the lesson which results to more work or modify the manipulative to suit the mathematics lesson.
As much as it is of importance to use manipulatives in aiding concept development in math it is good to understand that not all concepts are concrete in nature. There is the risk of students accustomed to manipulatives being rigid to imagination in the case of complex math concept. The student then might not be able to solve the math problem if it does not appear or occur in the manipulative (Schwols, A., & Dempsey, K. 2012). Creative and critical thinking may be inhibited when there is over reliance in the use of manipulatives.
The learning aspect may be assumed by the students and get used to the fun of the interactive class lesson in the case where teachers overuse manipulatives. The development of new ideas or methods of teaching for students may be hindered because of the over reliance on the interactive games. These manipulatives do not essentially meet the curriculum objectives and so should not be over relied on when making lesson plans (Schwols, A., & Dempsey, K. 2012).
Technology has enhanced the grasping of abstract math concepts and two different researches carried out stand to prove this right. One project carried out in several schools in Britain with the use of interactive white boards to teach math has a positive impact on student learning. This was carried out in Lancaster University. The other study was carried out in orange County, California where a software that takes a visual approach in math teaching in elementary school contributed to gains that are of double digit in the test scores(Schwols, A., & Dempsey, K. 2012).
The standards for Mathematical content are a balanced combination of understanding and procedure. The student maturity in the math discipline ought to engage the subject matter in a way for the students to grow and develop expertise in the relevant areas of study throughout the years of study from elementary, middle school and high school years.
References
Cane, E. (2013). Teaching to intuition: Constructive implementation of the common core state standards in mathematics. S.l.: Dog Ear Publishing, Llc.
Johnsen, S. K., & Sheffield, L. (2012). Using the Common Core State Standards in Mathematics with Gifted and Advanced Learners. Naperville: Sourcebooks.
Schwols, A., & Dempsey, K. (2012). Common core standards for high school mathematics.
Schwols, A., Dempsey, K., & Kendall, J. S. (2013). Common core standards for middle school mathematics.
Schwols, A., & Dempsey, K. (2012). Common core standards for high school mathematics: A quick-start guide. Alexandria, Virginia, USA: ASCD.
Schwols, A., Dempsey, K., & Kendall, J. S. (2013). Common core standards for middle school mathematics: A quick-start guide. Alexandria, Va: ASCD.
Karten, Toby. (2012). Common Core Standards Unique Practices for Inclusive Classrooms: Mathematics - Grades K-5. Dude Pub.
Wisconsin. (2012). Common core state standards for mathematics. Madison, Wis: Wisconsin Dept. of Public Instruction.
National Governors' Association., & Council of Chief State School Officers. (2010). Common core state standards for mathematics. Washington, D.C: National Governors Association Center for Best Practices (NGA Center.
Oregon. (2011). Common core state standards for mathematics. Salem, Or.: Oregon Dept. of Education.
Manley, R. J. (2013). Making the common core standards work: Using professional development to build world-class schools.
Show What You Know Publishing. (2012). Show what you know on the Common Core: Assessing student knowledge of the Common Core State Standards (CCSS). Dayton, OH: Show What You Know Pub.
Christinson, J. (2012). Navigating the mathematics common core state standards. Englewood, Colo: Lead + Learn Press.
Muschla, J. A., Muschla, G. R., & Muschla-Berry, E. (2012). Teaching the common core math standards with hands-on activities, grades 6-8. San Francisco: Jossey-Bass.
Hull, T. H., Miles, R. H., & Balka, D. (2012). The common core mathematics standards: Transforming practice through team leadership. Thousand Oaks, Calif: Corwin Press.
