According to Eric Garrett, in the classroom, interactive whiteboards that are connected to computers may be utilized to show planetary systems, the division of cells, and the many continents found around the globe. Students may find that presentations based on video content are easier to understand. Learning activities that are gamified may make even the most mundane tasks interesting and exciting to do. These technologies are helping to draw students from a wider variety of backgrounds into STEM professions, and teachers are utilizing them to boost student engagement in their classrooms.
There are several positive outcomes that may result from integrating technology into mathematics instruction. To begin, it gives students the opportunity to engage in conversation with professionals and other people outside of the classroom setting. It is quite simple to set up live, interactive video chats with professionals in any field by using websites such as Skype in the Classroom or Nepris. In addition, the platform enables educators to publish calls for participation from professionals in their fields. After then, a video recording of this class by one of the students is uploaded to YouTube and the course website.
One further benefit of integrating technology into the instructional setting is improved personalisation. No two pupils are alike. Educators are now able to give information and supports that are uniquely suited to each individual student with the help of this technology. In addition, children may access and use educational media on their own devices, at their own speed, and at their own discretion. Because of this, they are able to go to the next level of their learning. One of the most significant benefits is the opportunity to learn at one's own speed.
Eric Garrett pointed out that, the first comprehensive review of the use of digital technologies in mathematics education was published in 2011, despite the fact that the use of digital technologies has been the subject of research and practice by a large number of educational scholars and practitioners. The purpose of this study was to identify a variety of technology tools that are utilized in mathematics courses at the middle school and high school levels. Constructivist-based activities were the ones used the most frequently with these various technologies. Therefore, it is very necessary to make use of technology in a classroom dedicated to mathematics. And this is the point at which there is the greatest variety of alternatives.
Students who have physical or mental limitations can gain independence via the use of interactive mathematics software that features a nice user interface. The deeper the learner delves into the mathematical issues, the more likely it is that they will feel confident in themselves. Accessibility modifications can also be made to these apps so that students who have visual, tactile, or auditory impairments can use them. Everyone will be able to profit from this solution. It is time for education in mathematics to become more adaptable, inclusive, and fruitful! The possibilities are essentially limitless. It is time for teachers and other educators to seize this wonderful opportunity while it is still available.
The use of cutting-edge technology into educational settings has made previously unavailable opportunities accessible to both instructors and students. It is different from traditional mathematics in that it is intended to engage learners and challenge the notions they already possess. The modern classroom is not a place that is static or inflexible; rather, it is a space where creativity and innovation are crucial and should be encouraged. Using technology to learn or study mathematics does not provide any challenges or limitations. In point of fact, it is the most efficient method for fostering the development of mathematical abilities and growth.
Students are able to engage in imaginative and engaging mathematical activities on the computer thanks to the advent of interactive technology. There is a plethora of software that may be utilized by both educators and pupils. There are resource sheets available, for instance, that can assist in the explanation of mathematical difficulties that are found in spreadsheets. The student resource papers are intended to be used by instructors as a tool to assist them in explaining the many functionalities of the program, which the teachers may then share with their pupils. They also have the ability to generate their own own arithmetic worksheets. In addition to facilitating learning, the use of these applications can assist teachers and students in working together to generate new ideas and find solutions to mathematical problems.
Children's imaginative capacities can benefit greatly from the integration of various forms of technology into their mathematical education. For instance, massive open online courses (MOOCs), which stand for "massive open online courses," are an excellent approach to present students with a different style of educational setting. There are a lot of advantages to adopting a PLN, but two of the most important ones are that it may improve students' conceptual knowledge and promote student engagement. As a consequence of this, engaging in this kind of collaborative activity is advantageous for both the students and the teachers.
Eric Garrett believes that, there are a variety of applications designed specifically for use on iPads in mathematics schools. Students are able to engage with mathematical concepts in an atmosphere like a game thanks to several of these apps. Students are given the opportunity to construct graphs based on a wide variety of mathematical ideas through the usage of the popular game Minecraft. A poll of educators revealed that they believe it to be an excellent resource for keeping pupils interested and fostering interaction with one another while studying mathematics. In addition to that, it gives instructors the capability of uploading graded tests to an online repository.