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Journal articles on the topic 'Technology in mathematics education'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Cuoco, Albert A., and E. Paul Goldenberg. "A Role for Technology in Mathematics Education." Journal of Education 178, no. 2 (1996): 15–32. http://dx.doi.org/10.1177/002205749617800202.

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New technology poses challenges to mathematics educators. How should the mathematics curriculum change to best make use of this new technology? Often computers are used badly, as a sort of electronic flash card, which does not make good use of the capabilities of either the computer or the learner. However, computers can be used to help students develop mathematical habits of mind and construct mathematical ides. The mathematics curriculum must be restructured to include activities that allow students to experiment and build models to help explain mathematical ideas and concepts. Technology ca

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2

Straker, Neil. "Videodisc technology and mathematics education." Educational Studies in Mathematics 18, no. 4 (1987): 445–50. http://dx.doi.org/10.1007/bf00240990.

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3

Akpan, Joseph P., and Lawrence A. Beard. "Assistive Technology and Mathematics Education." Universal Journal of Educational Research 2, no. 3 (2014): 219–22. http://dx.doi.org/10.13189/ujer.2014.020303.

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4

Wu, Ying-Tien, and O. Roger Anderson. "Technology-enhanced stem (science, technology, engineering, and mathematics) education." Journal of Computers in Education 2, no. 3 (2015): 245–49. http://dx.doi.org/10.1007/s40692-015-0041-2.

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5

Karahan, Engin, Sedef CANBAZOĞLU Bilici, and Aycin Ünal. "Integration of Media Design Processes in Science, Technology, Engineering, and Mathematics (STEM) Education." Eurasian Journal of Educational Research 15, no. 60 (2015): 221–40. http://dx.doi.org/10.14689/ejer.2015.60.15.

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6

Serin, Hamdi. "Technology-integrated Mathematics Education: A Facilitating Factor to Enrich Learning." International Journal of Learning and Development 7, no. 4 (2017): 60. http://dx.doi.org/10.5296/ijld.v7i4.12082.

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The potential of technological devices to enrich learning and teaching mathematics has been widely recognized recently. It goes without saying that when technology is integrated into teaching practice. Students` learning of mathematics is significantly promoted. This paper highlights that the availability of technological devices, teacher beliefs, easy access to resources and most importantly teacher skill of using technological devices effectively are decisive factors that can provide learners better understanding of mathematical concepts.

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7

Putrawangsa, Susilahudin, and Uswatun Hasanah. "INTEGRASI TEKNOLOGI DIGITAL DALAM PEMBELAJARAN DI ERA INDUSTRI 4.0." Jurnal Tatsqif 16, no. 1 (2018): 42–54. http://dx.doi.org/10.20414/jtq.v16i1.203.

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The recent study intends to describe the roles and the principles of integrating digital technology in education at the 4th Industrial Era. The integrartion is studied from mathematics education perspective. It is concluded that the basic principle of integrating digital technology in mathematics education is that the technology does not diminish students’ conceptual understanding or replace students’ intuitions in doing mathematics. Conversely, the technology is utilized to boost students’ conceptual understanding and maximize the development of students’ intuition in doing mathematics. It is

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8

Galán-García, José Luis, Gabriel Aguilera-Venegas, and Pedro Rodríguez-Cielos. "Technology integration into mathematics education and applications." Journal of Symbolic Computation 61-62 (February 2014): 66–69. http://dx.doi.org/10.1016/j.jsc.2013.10.011.

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9

Cullen, Craig J., Joshua T. Hertel, and Megan Nickels. "The Roles of Technology in Mathematics Education." Educational Forum 84, no. 2 (2020): 166–78. http://dx.doi.org/10.1080/00131725.2020.1698683.

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10

James, Edwyn, Harrie Eijkelhof, Jim Gaskell, John Olson, Senta Raizen, and Maria Saez. "Innovations in science, mathematics and technology education." Journal of Curriculum Studies 29, no. 4 (1997): 471–84. http://dx.doi.org/10.1080/002202797184008.

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11

Llinares, Salvador. "Innovation in mathematics education: beyond the technology." Modelling in Science Education and Learning 6 (June 2, 2013): 7. http://dx.doi.org/10.4995/msel.2013.1819.

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12

Connors, Mary Ann. "Technology in mathematics education: A personal perspective." Journal of Computing in Higher Education 8, no. 2 (1997): 94–108. http://dx.doi.org/10.1007/bf02948604.

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13

Olive, John. "Chapter 7 Technology and school mathematics." International Journal of Educational Research 17, no. 5 (1992): 503–16. http://dx.doi.org/10.1016/s0883-0355(05)80008-4.

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14

Tatar, Deborah, Jeremy Roschelle, Jennifer Knudsen, Nicole Shechtman, Jim Kaput, and Bill Hopkins. "Scaling Up Innovative Technology-Based Mathematics." Journal of the Learning Sciences 17, no. 2 (2008): 248–86. http://dx.doi.org/10.1080/10508400801986090.

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15

McQuade, Eamonn. "Future technology and mathematics." International Journal of Mathematical Education in Science and Technology 16, no. 3 (1985): 431–36. http://dx.doi.org/10.1080/0020739850160312.

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16

Wijaya, Tommy Tanu, Zhou Ying, and Aditya Purnama. "The Empirical Research Of Hawgent Dynamic Mathematics Technology Integrated Into Teaching Fraction In Primary School." Jurnal Cendekia : Jurnal Pendidikan Matematika 4, no. 1 (2020): 144–50. http://dx.doi.org/10.31004/cendekia.v4i1.174.

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STEAM education that is under ICT has become an upsurge in the international education of research and practice. Due to this, there is a wide application of information technology that has a profound impact to mathematics education. Based on the multiple representation of mathematics, this research aims to test the effectiveness of Hawgent dynamic mathematic software in teaching mathematics to primary students. The sample of this study are all the primary students in Bandung and this research uses the test and non-test method. The test method is a quantitative test to know the students’ mathem

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17

Öksüz, Cumali, Sanem Uça, and Galip Genç. "Designing multimedia videocases to improve mathematics teaching with technology: “technology integration into mathematics education” project." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 489–94. http://dx.doi.org/10.1016/j.sbspro.2009.01.089.

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18

OLDKNOW, ADRIAN. "Mathematics and the Changing Technology*." Teaching Mathematics and its Applications 8, no. 4 (1989): 172–75. http://dx.doi.org/10.1093/teamat/8.4.172.

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19

Skovsmose, Ole. "Mathematics as part of technology." Educational Studies in Mathematics 19, no. 1 (1988): 23–41. http://dx.doi.org/10.1007/bf00428383.

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20

Kelkar, Govind, N. Veena, and Jayshree Mehta. "Science, Technology and Mathematics Education for Human Development." Gender, Technology and Development 5, no. 3 (2001): 483–86. http://dx.doi.org/10.1177/097185240100500311.

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21

Guerrero, Shannon, and Terry Crites. "Technology in an Online Graduate Mathematics Education Program." Computers in the Schools 30, no. 1-2 (2013): 191–206. http://dx.doi.org/10.1080/07380569.2013.769929.

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22

Bitter, Gary G. "Educational Technology and the Future of Mathematics Education." School Science and Mathematics 87, no. 6 (1987): 454–65. http://dx.doi.org/10.1111/j.1949-8594.1987.tb11733.x.

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23

Lewthwaite, Brian, and Ralph Mason. "Canadian Journal of Science, Mathematics and Technology Education." Canadian Journal of Science, Mathematics and Technology Education 10, no. 1 (2010): 79–81. http://dx.doi.org/10.1080/14926150903574338.

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24

Mehta, Jayshree, Govind Kelkar, and N. Veena. "Science, Technology and Mathematics Education for Human Development." Gender, Technology and Development 5, no. 3 (2001): 483–86. http://dx.doi.org/10.1080/09718524.2001.11910008.

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25

Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical a

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26

Harvey, John G. "Teaching Mathematics With Technology: Using Calculators in Mathematics Changes Testing." Arithmetic Teacher 38, no. 7 (1991): 52–54. http://dx.doi.org/10.5951/at.38.7.0052.

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No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recom

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27

SAGATELOVA, Liana. "TECHNOLOGY OF DESIGNING OF MATHEMATICAL EDUCATION ON AN INNOVATIVE BASIS IN A GENERAL EDUCATIONAL ORGANIZATION." PRIMO ASPECTU, no. 1(41) (March 27, 2020): 83–92. http://dx.doi.org/10.35211/2500-2635-2020-1-41-83-92.

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The actual need of the design of mathematical education in a general education organization that takes into account socio-economic and pedagogical realities, is substantiates in this article. The concepts “design of mathematical education in a general education organization”, “innovative educational system for teaching mathematics”, “design technology” are defined. The design of mathematical education as an innovative educational system for teaching mathematics in a general education organization has a landmark nature. It is reflected in specific design procedures, which determines the manufac

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28

Pagni, David L. "Teaching Mathematics with Technology: Teaching Mathematics Using Calculators." Arithmetic Teacher 38, no. 5 (1991): 58–60. http://dx.doi.org/10.5951/at.38.5.0058.

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The last three years has seen a marvelous resurgence of interest in the use of calculators for teaching mathematics. Much of the credit goes to professional organizations like the National Council of Teachers of Mathematics that have promoted the use of calculators. The renewed interest in the use of calculators in schools coupled with the sale of over 250 million electronic hand-held calculators in the last ten years in the United States (about three for each household) suggests that an opportunity exists for a revolution in mathematics education.

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29

Bullock, K. M., and W. A. H. Scott. "Teacher Shortages in Mathematics, Physics and Technology." Educational Review 44, no. 2 (1992): 167–79. http://dx.doi.org/10.1080/0013191920440205.

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30

Bitter, Gary G., and Harold Frederick. "Techniques and Technology in Secondary School Mathematics." NASSP Bulletin 73, no. 519 (1989): 22–28. http://dx.doi.org/10.1177/019263658907351905.

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31

Foshee, Cecile M., Stephen N. Elliott, and Robert K. Atkinson. "Technology-enhanced learning in college mathematics remediation." British Journal of Educational Technology 47, no. 5 (2015): 893–905. http://dx.doi.org/10.1111/bjet.12285.

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32

Garrett, Lauretta, Kelly Guest, David Shannon, et al. "Personalizing college mathematics with technology." Journal of Research on Technology in Education 52, no. 3 (2020): 403–28. http://dx.doi.org/10.1080/15391523.2020.1734507.

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33

Lu, Liping, and Jing Zhou. "Research on Mining of Applied Mathematics Educational Resources Based on Edge Computing and Data Stream Classification." Mobile Information Systems 2021 (March 25, 2021): 1–8. http://dx.doi.org/10.1155/2021/5542718.

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Facing the massive data of higher education institutions, data mining technology is an intelligent information processing technology that can effectively discover knowledge from the massive data and can discover important information that people have previously ignored from the huge data information. This article is dedicated to the development of applied mathematics education resource mining technology based on edge computing and data stream classification. First of all, this article establishes a resource system architecture suitable for existing applied mathematics education through edge co

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34

Rade, Lennart. "Mathematical education at European universities of technology." International Journal of Mathematical Education in Science and Technology 26, no. 3 (1995): 321–28. http://dx.doi.org/10.1080/0020739950260302.

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35

Pannen, Paulina. "Integrating Technology in Teaching and Learning Mathematics." Southeast Asian Mathematics Education Journal 5, no. 1 (2015): 31–48. http://dx.doi.org/10.46517/seamej.v5i1.31.

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With the rapid development of ICT and its ramification in our world, especially education, can we envision how education will look like in the future, especially in Indonesia, and in the teaching and learning of mathematics? Employing Zappa’s Envisioning the Future of Educational Technology (2013) and NMC Horizon Report (2014) K-12 Edition, this paper will reflect on the effort of ICT integration in teaching and learning, especially in the teaching and learning of mathematics, in Indonesia. Taking stock of the existing Government’s policy on ICT and ICT in Education, also of the facts and figu

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36

Kinard, Benjamin, and Gary G. Bitter. "Multicultural Mathematics and Technology." Computers in the Schools 13, no. 1-2 (1997): 77–88. http://dx.doi.org/10.1300/j025v13n01_09.

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37

Chinnappan, Mohan, and Mike Thomas. "Technology in mathematics learning and teaching." Mathematics Education Research Journal 12, no. 3 (2000): 173–76. http://dx.doi.org/10.1007/bf03217083.

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38

Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.

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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the

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39

Chigonga, Benard. "Bachelor of Education Honors Students’ Attrition in Mathematics, Science and Technology Education." European Journal of Mathematics and Science Education 1, no. 1 (2020): 15–24. http://dx.doi.org/10.12973/ejmse.1.1.15.

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40

Svela, Alexander, Jalal Nouri, Olga Viberg, and Lechen Zhang. "A Systematic Review of Tablet Technology in Mathematics Education." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 08 (2019): 139. http://dx.doi.org/10.3991/ijim.v13i08.10795.

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<p class="0abstract">In 2019, the mobile learning body of knowledge is extensive and much is known about the technology impacts and affordances of mobile devices in educational settings. A particular focus has now shifted toward specific technologies in specific subjects. Mathematics is one such subject and tablets are one such technology that is gaining attention. This systematic review representing the latest generation of tablet technology within the tablet-mediated learning in mathematics body of knowledge sought to derive evidence that supported questions into (a) what math sub-disc

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41

Esmonde, Indigo, and Judit Moschkovich. "The Canadian Journal for Science, Mathematics and Technology Education." Canadian Journal of Science, Mathematics and Technology Education 10, no. 1 (2010): 82–85. http://dx.doi.org/10.1080/14926151003597518.

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42

Umeno, Yoshio. "NEW IDEAS ON MATHEMATICS EDUCATION IN COLLEGES OF TECHNOLOGY." Community College Journal of Research and Practice 25, no. 5-6 (2001): 441–44. http://dx.doi.org/10.1080/106689201750192283.

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43

Bartolini Bussi, Maria G., and Marcelo C. Borba. "The role of resources and technology in mathematics education." ZDM 42, no. 1 (2010): 1–4. http://dx.doi.org/10.1007/s11858-010-0234-0.

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44

Trouche, Luc, and Paul Drijvers. "Handheld technology for mathematics education: flashback into the future." ZDM 42, no. 7 (2010): 667–81. http://dx.doi.org/10.1007/s11858-010-0269-2.

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45

Kiv, A. E., V. N. Soloviev, and S. O. Semerikov. "XII International Conference on Mathematics, Science and Technology Education." Journal of Physics: Conference Series 1840, no. 1 (2021): 011001. http://dx.doi.org/10.1088/1742-6596/1840/1/011001.

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46

Flogie, Andrej, and Boris Aberšek. "TRANSDISCIPLINARY APPROACH OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION." Journal of Baltic Science Education 14, no. 6 (2015): 779–90. http://dx.doi.org/10.33225/jbse/15.14.779.

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At the end of 20th century and especially in this century the education field is undergoing a significant change not only as a result of technological innovations but also pedagogical innovations on the bases of artificial intelligence (AI), cognitive science and neuroscience. What interested us was the attitude of students and teachers towards these changes. In the research the participating students were arranged in two groups, the control group (CG), where conventional lessons were carried out and the experimental group (EG), in which teachers used a transdisciplinary cognitive neuroeducati

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47

Tramonti, Michela, Desislava Paneva-Marinova, and Radoslav Pavlov. "MATH AND ART CONVERGENCE FOR EDUCATION." CBU International Conference Proceedings 5 (September 23, 2017): 851–54. http://dx.doi.org/10.12955/cbup.v5.1037.

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According to worldwide surveys (such as PISA and TIMSS), European students often lack both mathematical and key basic competencies in science and technology. The mean scores for mathematics obtained by students are below the Organisation for Economic Co-operation and Development average (OECD). The learning of the mathematics literacy enables students to contribute effectively in actual society, enhancing their employment prospects. This paper intends to describe an innovative learning and teaching approach, actually in the development phase, in the field of mathematics for 14-16 years old stu

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48

Ross, John A., and Anne Hogaboam‐Gray. "Integrating mathematics, science, and technology: effects on students." International Journal of Science Education 20, no. 9 (1998): 1119–35. http://dx.doi.org/10.1080/0950069980200908.

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49

Sherman, Milan F., Charity Cayton, Candace Walkington, and Alexandra Funsch. "An Analysis of Secondary Mathematics Textbooks With Regard to Technology Integration." Journal for Research in Mathematics Education 51, no. 3 (2020): 361–74. http://dx.doi.org/10.5951/jresemtheduc-2020-0005.

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Research has demonstrated that textbooks exert a considerable influence on students’ learning opportunities and that technology has the potential to transform mathematics instruction. This brief report provides a systematic analysis of how technology tasks are integrated into secondary mathematics curricula by analyzing a sample of 20 textbooks. The results indicate that across the entire sample, nearly 15% of tasks incorporated technology, and of those, 21% used it as a reorganizer of students’ mathematical thinking; calculators were the predominant technology utilized. Investigative textbook

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50

Bicer, Ali. "A Systematic Literature Review: Discipline-Specific and General Instructional Practices Fostering the Mathematical Creativity of Students." International Journal of Education in Mathematics, Science and Technology 9, no. 2 (2021): 252–81. http://dx.doi.org/10.46328/ijemst.1254.

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The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of this collective body of research contribute to the understanding of what instructional practices should be integrated into a mathematic classroom to further foster the mathematical creativity of students. In this systematic review, the knowledge of ins

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