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Jennifer N. Lovett, Allison W. McCulloch, Lara K. Dick and Charity Cayton

The National Council of Teachers of Mathematics ( NCTM, 2000 ) has long advocated that “technology is essential in teaching and learning mathematics; it influences what is taught and enhances students’ learning” (p. 24), and research has backed

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Anne Quinn

examples while requiring them to know and use the definitions of the centers. For each triangle center, it is valuable for students to construct several examples using compass and straightedge first, which can be replicated with technology ( NGA Center and

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How do tools impact what are considered “basic skills” for students? Powerful handheld computer technology is nearly ubiquitous today. What now fits in your hand used to fill entire buildings. Although computational devices are at the fingertips of

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Jason Knight Belnap and Amy Parrott

Should calculators and other technology be allowed in the mathematics classroom? Such questions have initiated a lot of debate, just because of the abundance of sophisticated technology. Many calculators and soft-ware programs can quickly and

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This call requests manuscripts on which technologies enrich your teaching and which motivate your students.

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This department offers a forum where teachers can share innovative classroom activities and ideas related to teaching and learning mathematics using technology. Ideas using all types of classroom technology are welcome.

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Edited by Albert A. Cuoco, E. Paul Goldenberg and June Mark

Welcome to a new department in the Mathematics Teacher. In future issues we hope to supply thought-provoking ideas about the use of technology— computers, computer networks, calculators, and video technology—in high school mathematics classes.

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This issue of the Mathematics Teacher focuses on proof. Technology is often useful in the mathematics classroom to aid students in conjecturing about new ideas before they complete formal proofs. Good activity sheets that use the power of technology often direct student discovery through multiple examples. Exercises using technology should frequently ask questions that require students to confirm their understanding of what is happening and what conceptual ideas support the evolving process being explored. They also need the flexibility of extensions or “explore more” questions so that students who work through the exercise more rapidly can continue while other students complete the core concepts.

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This month is the final issue in which I will serve as editor of the “Technology Tips” column. It has been an exciting year of learning new technologies and working with several authors in preparing their tips. Thank you to everyone who contributed a Tech Tip this year. I would also like to thank Suzanne Harper, my co–editor, Rod Rodrigues, our liaison from the Mathematics Teacher Editorial Panel, and Nancy Blue Williams, the journal editor, for their collaboration in preparing each column. Suzanne Harper will step into the shoes of editor for the 2005–2006 volume year. I hope you will continue to enjoy the tips offered by others and consider contributing to Suzanne your own tip that can teach the rest of us some new skills and ideas for using technology in the mathematics classroom.

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Starting with this issue of the Mathematics Teacher, the “Tech Tips” section will often be in a new format. It will consist of tips from our readers rather than one full-length manuscript. For most teachers, technology has become an accessible and important addition to the classroom repertoire, a necessary productivity tool, and a growing and crucial way of exchanging information important for professional growth.