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October 2011

Technology in Teaching and Learning Mathematics A Position of the National Council of Teachers of Mathematics

Question: What is the role of technology in the teaching and learning of mathematics?

NCTM Position

It is essential that teachers and students have regular access to technologies that support

and advance mathematical sense making, reasoning, problem solving, and

communication. Effective teachers optimize the potential of technology to develop

students understanding, stimulate their interest, and increase their proficiency in

mathematics. When teachers use technology strategically, they can provide greater access

to mathematics for all students.

Technological tools include those that are both content specific and content neutral. In

mathematics education, content-specific technologies include computer algebra systems;

dynamic geometry environments; interactive applets; handheld computation, data

collection, and analysis devices; and computer-based applications. These technologies

support students in exploring and identifying mathematical concepts and relationships.

Content-neutral technologies include communication and collaboration tools and Web-

based digital media, and these technologies increase students access to information,

ideas, and interactions that can support and enhance sense making, which is central to the

process of taking ownership of knowledge. Findings from a number of studies have

shown that the strategic use of technological tools can support both the learning of

mathematical procedures and skills as well as the development of advanced mathematical

proficiencies, such as problem solving, reasoning, and justifying (e.g., Gadanidis &

Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009; Pierce &

Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).

In a balanced mathematics program, the strategic use of technology strengthens

mathematics teaching and learning (Dick & Hollebrands, 2011). Simply having access to

technology is not sufficient. The teacher and the curriculum play critical roles in

mediating the use of technological tools (King-Sears, 2009; Roschelle, et al., 2010; Suh,

2010). Teachers and curriculum developers must be knowledgeable decision makers,

skilled in determining when and how technology can enhance students learning

appropriately and effectively (ISTE, 2008). All schools and mathematics programs

should provide students and teachers with access to instructional technologyincluding

classroom hardware, handheld and lab-based devices with mathematical software and

applications, and Web-based resourcestogether with adequate training to ensure its

effective use.

Programs in teacher education and professional development must continually update

practitioners knowledge of technology and its application to support learning. This work

with practitioners should include the development of mathematics lessons that take

TechnologyNCTM position

2 October 2011

advantage of technology-rich environments and the integration of digital tools in daily

instruction, instilling an appreciation for the power of technology and its potential impact

on students understanding and use of mathematics (Nelson, Christopher, & Mims, 2009;

Pierce & Stacey, 2010). In addition to enriching students experiences as learners of

mathematics, use of these tools maximizes the possibilities afforded by students

increasing knowledge about and comfort with technology-driven means of

communication and information retrieval (Gadanidis & Geiger, 2010; Project Tomorrow,

2011).

References

Dick, T. P., & Hollebrands, K. F. (2011). Focus in high school mathematics: Technology

to support reasoning and sense making. Reston, VA: NCTM.

Gadanidis, G., & Geiger, V. (2010). A social perspective on technology enhanced

mathematical learningfrom collaboration to performance. ZDM, 42(1), 91104.

International Society for Technology in Education. (2008). National educational

technology standards for teachers. Retrieved from http://www.iste.org/standards/nets-

for-teachers.aspx

Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary

level: Implications for mathematics teacher education. Contemporary Issues in

Technology and Teacher Education, 5(1), 2537.

King-Sears, M. (2009). Universal design for learning: Technology and pedagogy.

Learning Disability Quarterly, 32(4), 199201.

Nelson, J., Christopher, A., & Mims, C. (2009). TPACK and web 2.0: Transformation of

teaching and learning. Tech Trends, 53(5), 8085.

Pierce, R., & Stacey, K. (2010). Mapping pedagogical opportunities provided by

mathematics analysis software. International Journal of Computers for Mathematical

Learning. 15(1), 120.

Project Tomorrow (2011). The new 3 Es of education: Enabled, engaged, empowered.

How todays students are leveraging emerging technologies for learning. Retrieved from

http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation(Students).pdf

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, W. R., Nussbaum, M., Claro,

S. (2009). Scaffolding group explanation and feedback with handheld technology: Impact

on students mathematics learning. Educational Technology Research and Development,

58, 399419.

http://www.iste.org/standards/nets-for-teachers.aspxhttp://www.iste.org/standards/nets-for-teachers.aspx

TechnologyNCTM position

3 October 2011

Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Knudsen,

J., & Gallagher, L. (2010). Integration of technology, curriculum, and professional

development for advancing middle school mathematics: Three large-scale studies.

American Educational Research Journal, 47(4), 833878.

Suh J., & Moyer, P. S. (2007). Developing students representational fluency using

virtual and physical algebra balances. Journal of Computers in Mathematics and Science

Teaching, 26(2), 155173.

Suh, J. M. (2010). Tech-knowledgy for diverse learners [Technology Focus Issue].

Mathematics Teaching in the Middle School, 15(8), 440447.

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