Teaching Strategies

Using Technology in the Mathematics Classroom

Integrating technology into the curriculum in today's schools should not mean finding ways that computers can help us teach the same old things in the same old ways. Instead, school leaders have the opportunity to combine technology with emerging models of teaching and learning to transform education.
Johnston and Cooley 2001, p. 7

When integrated effectively, digital technologies encourage students to make their knowledge explicit by:

What this might look like in your mathematics classroom:

  • providing manageable, clean manipulatives
  • offering flexibility
  • changing arrangement or representation
  • changing the very nature of modelling
  • creating dynamic geometric constructs
  • applets and learning objects that allow students to experiment with multiple configurations and representations as they work toward solutions
  • Smart Boards
  • capturing mathematics solutions and justifications
  • recording and replaying students' actions
  • digital photographs, video footage, and audio recordings of learning process and product
  • dynamically linking multiple representations
  • documents embedded with richly instructive examples created using hyperlinks
  • providing an environment to test conjectures
  • collecting and analyzing statistical data
  • robotics, simulations
  • spreadsheets
  • graphing applications
  • providing community forums for exploring, explaining and justifying mathematical ideas and concepts encouraging problem posing and conjecturing
  • encouraging and facilitating complete and precise explanations
  • weblogs
  • electronic journals
  • linking the concrete and the symbolic with feedback
  • multimedia learning objects
  • linking the specific to the general
  • Internet-based sources that provide real-life examples of mathematics ideas
  • providing a framework for problem solving and focusing attention
  • multimedia learning objects

Some points adapted from Douglas H. Clements and Sue McMillen, "Rethinking Concrete Manipulatives," Teaching Children Mathematics 2, 5 (1996), pp. 272, 273, 274, 275, 276. Adapted with permission of the National Council of Teachers of Mathematics.