Appropriate Use of Technology

in the Mathematics Classroom

The Tri-County Technical College Mathematics Department affirms the appropriate and responsible use of technology, especially calculators, in the mathematics classroom.  Below find two lists – one that describes the appropriate use of technology and the other that presents some inappropriate uses.

Calculators -

Using the calculator ViewScreen to help students understand the basic functions of their calculators

Speeding up fundamental arithmetic tasks in which students have already shown proficiency

Expediting long, time-consuming repetitive pen-and-paper computations

Utilizing number-crunching routines, such as Runge-Kutta, after principles are understood by students 

Checking work that has already been completed by non-calculator means

Helping to explain a difficult concept through visual illustrations

Supporting the understanding of content already taught (e.g. order of operations)

Providing multiple representations of mathematical ideas

Gaining practice with a large variety and quantity of graphs and the effect on their appearance of changes in various parameters

Facilitating the exploration of conjectures and educated guesses

Shifting emphasis in class from symbol manipulation to understanding and application of concepts and problem-solving skills

Supporting student investigations of perturbations in mathematical expressions and equations

Adding to one’s repertoire of viable strategies for problem solving

Computers -

Making PowerPoint presentations to introduce and/or expound on certain subjects

Creating on-the-spot visual aids neatly and more quickly

Introducing tutorial software that can reinforce classroom instruction 

Allowing students to do self-assessment tests and receive immediate feedback

Helping to visualize three-dimensional figures and to show things "in action" 

Demonstrating the use of Minitab and other statistical software packages, which students are expected to use in homework assignments

Using Minitab in the statistics classroom for demonstration purposes and allowing the use of larger, more realistic data sets

Utilizing Maple programs to help students understand select topics, e.g. symmetry, transitivity and reflexivity

Internet -

Utilizing tutorial sites on the web (such as the “function machine”) to add a visual, interactive component

Sharing interesting math websites with the students, e.g. http://illuminations.nctm.org

Bringing up web-based biographical information on mathematicians, including pictures

Using WebCT in the regular classroom to post assignments or class notes and/or to provide mathematical chat rooms for students

Calculators -

Putting too much emphasis on the mechanics of using the calculator, or providing too little guidance with the same

Using the calculator extensively in a "basic" course where emphasis should be on mastering the basics

Using the calculator as a crutch to replace a deficiency that a student has in an essential skill, e.g. to add, subtract, multiply and/or divide simple arithmetic expressions

Using the calculator to solve or graph ALL problems 

Storing formulas, which students are expected to memorize

Giving students the impression that technology is a quick and easy way to solve all mathematical problems

Graphing functions, especially when this is the concept being taught, without any connection to tables or coordinate systems

Sketching a function with a graphic calculator without doing any analytic thinking and without understanding what a graph is, or why it looks like it does

Finding derivatives and integrals of functions that could be easily evaluated exactly by hand, which if done on the calculator will give only an approximation

Circumventing the learning of mathematical concepts and procedures associated with getting answers by simply pushing buttons in a certain order 

Eliminating the desired struggle required to work through cognitive dissonance to achieve a deeper understanding by exploring one’s mathematical intuitions

Computers -

Putting too much emphasis on the mechanics of using software, or providing too little guidance with the same

Learning a statistical package BEFORE learning the meaning behind each concept

Using software to obtain “answers” without background knowledge e.g., standard deviation, hypothesis testing, derivatives, and integrals

Videos -

Using the presentation system to present ALL new material

Using textbook-based videos or CD ROMs regularly in the classroom as a replacement for the instructor
 
Filling up time through excessive use of videos