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Use of Technology in School Mathematics Classroom

In teaching and learning use of technology is increasing day by day. There is a famous saying that “When at Rome do as the Romans do”. There is a natural tendency in human being to adjust according to the changes in the external world. On the other hand it is difficult or even impossible to survive in this material world. For example, one cannot survive in winter with materials designed to use in summer. In the likewise manner each and every aspect and sphere of human life cannot progress without accepting the changes in the surroundings. Like other aspects and fields of life teaching in the classroom is undergoing changes with respect of educational theories and human psychology. Those classrooms or teachers who accept change are termed as progressive. The progression or dynamism is not limited with one subject or with a single classroom but it can be applied for all subjects and in all the classroom. We are living in an era of science and technology with an immense advancement in every sphere of life. Therefore, as a teacher we must accept change and use technology in our classroom to familiarize our student with technology and to boost their learning outcome. In this paper, I will discuss uses and importance of technology in school mathematics classroom.

According to Walle (2007), “The term technology in the context of school mathematics refers primarily to calculators of all sorts and computers” (p.107). However, in our context the use of calculator is discouraged by both teachers and parents. It is a general perception of teachers and parents that use of calculators prevent conceptual understanding and students become dependent. Some of the myths and fear associated with calculator use are that it prevents students to learn the “Basics”, make student lazy, and students will become overly dependent on calculators (Walle, 2007). On the other hand, several research studies have found that calculator use improve the problem-solving abilities of learners at all ability levels for all grades (NRC, 2001). In real sense it is the responsibility of teacher to teach how to use calculator, so that the students become familiar with the skill. According to Walle (2007), “effective use of calculators is an important skill that is best learned by using them regularly and meaningfully” (p.108). It means that the use of calculators should be an integral part of mathematics classroom. Calculator is an important part of mathematics and learning of calculator skill should be given an equal importance as to learn other mathematical concepts. It is the responsibility of parents to provide calculators to children in their best interest to learn mathematical concepts. “Parents must be made aware of the fact that calculator use in no way prevent from learning mathematics, in fact, calculators used thoughtfully and appropriately can enhance the learning of mathematics” (Walle, 2007: 107). Use of calculators in the classroom is equally effective for all ability students and it is more effective for low and average ability students. Studies have found that for average-ability learners, calculator use enhanced basic skills acquisition (NRC, 2001). Use of calculators should be encouraged for students of all age level and class. According to Waits (1997), “calculators allow students access to mathematical concepts and experiences from which they were previously limited with only paper and pencil. Because calculators make possible mathematical exploration, experimentation, and enhancement of learning mathematical concepts” (p.1).

In conclusion, use of calculators should be encouraged in classroom and particularly in mathematics classroom. So, that the students will be able to use calculators effectively and efficiently to solve mathematical problems inside and outside of the classroom. Furthermore, the use of simple calculators in the classroom will lead the student to use more complex and advanced technological tools such as computer and graphic calculator.

By Assadullah Khan
Mastuj Chitral