TECHNOLOGY & MATH

How technology can enhance learning Math skills in the classroom

How technology can enhance learning Math skills in the classroom

Introduction

According to Maloy, Edwards & Anderson (2010), the use of information and communication technologies (ICT) in education is a activity that has been done long ago, however, the most Recent discussions about its effectiveness are to raise new tools incorporating artificial intelligence techniques to better serve the individual learning needs of students. Taking into account the educational experiences at the hospital in the incorporation of Information Technology and Communication (ICT) to public school classroom, it becomes apparent that this process should be gradual, so it was decided to develop an experimental to have evidence about teaching and learning model tested before evaluating the relevance of widespread incorporation of ICTs. Maloy, Edwards & Anderson, (2010) are of the opinion that during the pilot phase of the EMAT and EFIT models was established the technology infrastructure in a small number of schools, conducted human resources training was implemented in the classroom teaching and learning model. The pilot phase allowed reformulating these models to put in work on a project of national scope.

Discussion

In models EMAT, ECIT, Ecamm and EFIT is guided by student activity worksheets, which are based on a phenomenological treatment of the concepts. In this model, the student is an active subject appropriates the knowledge and skills developed from reflection on its own activities and exchange of ideas with the teacher and classmates. The teacher plays a dual role: on the one hand, the role of mediator in group discussions and on the other, as a mediator between the student and tool technology during classroom activities. Geiger, Faragher & Goos (2010) provide evidence that students work in teams and pairs at the computer, which is why communication is a central aspect of this model. ECIT model by considering that the use of various educational media can be useful and powerful tools in the process of differentiation and hierarchical integration of explicit mental models of students that are built in response to the many explanations that must be met before a phenomenological environment everyday. In the model the various technological means ECIT support a process of explanation and reconstruction of knowledge of students from questions and interactions with multiple technological environments in a systematic and gradual, are incorporated into the experiences designed for teaching Science (Physics, Biology and Chemistry) in high school. Incorporating the use of Information Technologies and Communication Technologies (ICT) school culture in order to improve the quality of teaching of mathematics and science in public school, and make accessible to teachers and Students at this school level science ideas that go beyond the traditional curriculum.

From the standpoint of student learning problems have difficulties in reading comprehension and display mathematical symbols, in our case we are dealing with this project, the concept of integer not relate "as a whole"; handle some operations with zero natural numbers, but when dealing with concepts of negative numbers and positive numbers fail to ...