After reading this chapter, I believe that technology has become an essential tool for doing mathematics in today’s world as it can be used in a variety of ways to improve and enhance the learning of mathematics. As NCTM Position Statement (2008) highlights in its standards, technology can facilitate mathematical problem solving, communication, reasoning and proof; moreover technology can provide students with opportunities to explore different representations of mathematical ideas and support them in making connections both within and outside of mathematics.
Today, the emphasis on teaching content is indeed greater than in the recent past. These changes have set a new challenge for the preschool teacher; knowing what to teach and how to present it and use multiple opportunities during the day to help child build competencies in math in a fun manner. The uses of technologies such as computers have much more to offer than drill and practice. I feel that the basics of using computers and the uses of technology are to communicate, to learn new information, to solve problems, and to create. Apart from that, it also stresses social skills, and can be used in conjunction with all parts of the constructive learning process.
The use of calculators mentioned in this chapter strike me most. Some people may argue that even though in the BC days (before calculators) walking scorers didn’t use them, and is there a need for technology? Calculators appear to be tools for adults to use as we wish but not for children to use in learning mathematics for most parents. I remembered that I was only allowed to use a calculator in Secondary School. However, it is not the case now as a Primary 5 child is able to use a calculator to aid them in Section B and C of a Mathematics Test.
From the link, it is stated that at grade 2, guided work with calculators can enable students to explore number and patterns, focus on problem-solving processes, and investigate realistic applications. After reading this link, I believe that calculator can be used as a tool to teach the concept of place value and counting on. However, it is essential for students to study mathematics for an hour a day under the guidance of teachers who enjoy mathematics and are prepared to teach it well. Do all our teachers have this “belief”? Frankly, before reading this chapter and reading the information on the links, I am quite against the idea of using calculator. After reading, I feel that the challenge for us is to investigate how calculators may be used as tools to think with rather than as tools to replace thinking. Several questions came to my mind as I was reading this section:
• What will the use of calculators mean for teaching mathematics in preschool context? (Fun way of learning numerals for preschoolers)
• How do calculators and similar technologies influence children’s developing knowledge of mathematical processes?
• Will children be mindlessly using these technologies? Or are they thinking about mathematics differently?
• What is the minimum mathematical knowledge needed before a child can use calculators to meaningfully explore mathematical understandings of specific concepts?
• Can technology catalyze a re-conceptualization of the content and methods of teaching mathematics?
Technology such as The World Wide Web, CD-ROMs, and other media disseminate vast quantities of quantitative information and it has indeed unlocked new ways to allow children a glimpse into an analytical world and to acquire the tools to explore it. The use of technology in the classroom, whether it is by computer, overhead projector, interactive whiteboard or any other electronic device that allows children to interact with the mathematical problems at hand. Teaching mathematics in a technology classroom requires more than simply using mathematics with technology. It also requires teacher to design the lesson to focus, motivate, and highlight the mathematics in a meaningful way.
I do agree that software might provide tools that enhance children’s imagination and interest and it may serve as a reinforcement of grasping a certain concepts. However, I feel that it’s so important to focus on the intended mathematical objective (e.g. searching for a pattern in a sequence of numbers) and then allow children to use a tool (i.e. calculators) on the mathematical work, such as computation.
In the news, more Primary Schools in Singapore will receive funding from Government to renovate their classroom and there will be learning corners as well as computers and interactive whiteboard in each classroom. (News on 5 dated 11th September 2010) There has been a rapid increase in the usage of computers in schools now and I believe that technology should not be overlooked in the curriculum. Using technology can also help to prepare the children for the high tech lifestyle of the real world. Maybe, if we view technology from a broad perspective, we will be able to see how it can be integrated into all aspects of the preschool classroom. Technological advances have changed and I believe that it is still changing many aspects of society and education in Singapore.
These are the links that I particularly like:
Video:
1) http://www.learner.org/vod/vod_window.html?pid=873
The activities shown in the video is engaging and I have gain new insight on ways to introduce and reinforce the math concept on “Place Value” in a more interesting manner.
2) Math Buddies (http://www.learner.org/vod/vod_window.html?pid=872)
The activities involve hands-on activities and the usage of common materials for Kindergarteners to experience the numbers 1 through 50. Activities are useful for me to reinforce number sense and numeration, communication, connections.
3) Problem Solving (http://www.learner.org/vod/vod_window.html?pid=992)
This video illustrates students investigating and learning mathematics through problem solving and the teachers share their approaches and observations.
Another activity that I like was "Developing Geometry Understandings and Spatial Skills. This is a fun and interesting activity and I can’t wait to conduct this activity with the children.
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