Marcie+Hughes+-+Resources+Summary+and+Critique

Marcie Hughes – Resources Teaching Mathematics with Technology Resource 1: Flores, Alfinio. "Learning and Teaching Mathematics with Technology." //Teaching Children Mathematics// 8.6 (2002): 308-10. //ProQuest.// Web. 12 June 2013. Retrieved from: [|http://search.proquest.com.proxy1.cl.msu.edu/docview/214140803/13EA0E51E2938594A6C/4?accountid=12598#] Summary and Critique: This article discusses the many obstacles and barriers teachers face when trying to incorporate technology into the classroom to teach mathematics. Teachers need technological support through professional development in order to become fully capable of successfully incorporating new technologies into the classroom. Another concern brought to light in this article is the concern for availability for schools and students to access technology. Many schools to not have the resources to bring new technologies into the classroom and although some do, there is still a problem with all students having accessibility to technologies. The article also discusses how using graphing calculators and personal computers are capable of enhancing mathematics educations, however, on their own the are not necessarily great tools. It is important that teachers are trained on new technologies in order to make the most of them. I think this article is very accurate in its observations. It brings to light difficulties that many teachers face while trying to incorporate new technologies into the mathematics classrooms. It also presents some solutions to these problems as well. It is good article for verifying common concerns that many teachers face when trying to incorporate new technologies into the classroom such as resources for the technologies and knowledge on how to use them. Resource 2: Stephens, Ana C., and Christopher E. Hartmann. "A Successful Professional Development Project's Failure to Promote Online Discussion about Teaching Mathematics with Technology." //Journal of Technology and Teacher Education// 12.1 (2004): 57-73. //ProQuest.// Web. 12 June 2013. Retrieved from: [|http://search.proquest.com.proxy1.cl.msu.edu/docview/200011940/13EA0E51E2938594A6C/3?accountid=12598#] Summary and Critique: This article discusses a study that went on for two years where teachers were corresponding through a discussion forum online about helpful ways they were incorporating technology into their mathematics classrooms. The study found the forum to be an unsuccessful tool, as teachers did not regularly post. The overall consensus of the study was that discussion forums are not effective, at least in this case study. I find that anytime there is voluntary involvement in something like a discussion forum that it can be easy to forget about it as people get sucked into their already busy lives. In my experience I have found that discussion forums can only be successful if there is a mandatory reason why they are being used. For instance, in online college courses, when students are graded on their participation, online discussion forums are great tools. However, in my personal experience the same thing has happened between a group of mathematics teachers in the Lansing area and myself. We became involved in an ongoing group email where we discussed new ideas on how we were implementing technology into the classroom. However, after about one weeks time teachers stopped emailing each other and the ongoing discussion stopped. I think this article is right on and very realistic in what happens among teachers when they are trying to make an honest effort to put technology to use in the classroom. The initial effort is good and the intentions are there, however, the extra time it takes is very difficult to commit too. Resource 3: Andersen, Maria H. (2011, December-2012, January). “Teaching with Tech: Can Math and Discussion Boards Compute?” in Mathematical Association of America. Retrieved from: [|http://www.maa] [|.org/columns/tech/dec2011-jan2012.html] Summary and Critique: This article discussed how using a mandatory online discussion board for students worked tremendously in this specific teachers Calculus 1 class. One significant detail was that each student had different problems assigned to them, so students could not just look at each others answers, they had to learn about the process and steps involved through the discussion forum. This teacher did not only use the online forum, the teacher also has students turn in all work online as well. The teacher generated different problems for each student to do online and they had to complete these problems using the Internet. I am in love with this idea. I really enjoyed this article. I do not know how the teacher was able to generate the online math problems, but I would be very interested in the program she used and how she created it. I think this would be an amazing use of technology. The problems would also be graded online as well. The students were required to participate in the discussion boards, which is great. Here you will get some students who will ask the questions that many students are struggling on, and you can get the more advanced students to help them out with the steps. Since no two problems are the same you do not have to worry about cheating. Also since you are monitoring the discussion threads you can make sure students are explain steps and not just doing the problems for each other. The teacher in the article made mention of how this was a great way to have questions over problems saved for students to go back and look at whenever they needed to. The forums create a history of questions asked so they do not have to be questions asked again in class. Sometimes students ask questions in class and the whole class may not need to see that problem at that time. They also may often times find out that there was a simple mistake in the problem, like a missing negative sign. By having students ask each other their questions online, there is a lot less wasted time in class with the teacher.