As everyone grows up, everyone has to take a Math class from Kindergarten to twelfth grade. At the

Calculator - for a student who still has trouble with basic computation skills, but needs to work on higher-level

In an Op-Ed by Andrew Hacker “Is Algebra Necessary,” he explains why math is a difficult over glorified subject, that must be removed from high schools and universities. However, Through the power of education, the language of numbers helps us make important decision and preform everyday tasks (learner.org). Math, for many is a challenging subject, but as technology advances, classrooms tailor lessons for students who prefer to engage hands on. Therefore, numbers, symbols and letters are not only for the classroom, but also the real world. I believe math is an important subject, removing it from high schools and universities is not the answer, instead it is necessary to implement technology because math will always be used.

Math and calculators are a great example of this. Students are still not allowed to have calculators while learning basic math functions like addition, subtraction, multiplication and subtraction. The reason behind this is quite simple; the information is necessary to being a productive student and adult. Pulling out a calculator for simple addition problems is not practical at all times in life. Long after the school years are over, remembering these simple facts are easily recalled because they are used daily. To come up with the answer to harder, less used math problems, most will spend the time to find a calculator or smartphone over doing the problem long

In-spite of the global crusade for increasing the use of technology in classrooms to aid teaching and learning, there are some people however who are not so keen to embrace the idea. Those who subscribe to this idea believe that the introduction of technology into the classroom is hurting the teaching and learning of subjects like science and mathematics. In a web article titled “Why Johnny Can’t Add Without a Calculator”, the author Mr. Konstantin Kakaes had this to say about technology in education; “It is beginning to do to our educational system what the transformation to industrial agriculture has done to our food system over the past half century: efficiently produce a deluge of cheap, empty calories” (K, Kakaes, 2012). Against the argument

Students are not allowed to have calculators while learning basic math functions like addition, subtraction, multiplication and subtraction. The reason behind this is quite simple, the information is necessary to being a productive student and adult. Pulling out a calculator for simple addition problems is not always practical. Long after the school years are over, remembering these simple facts are still recalled easily. While the knowledge to figure out the harder problems with written long hand is still there, most will spend the time to find a calculator, or pull out a smartphone, to come up with the answer. It’s a means to the easiest route possible to find the answer, and that is where the problem starts.

By twelfth grade U.S. was near the bottom in international rankings. Bill Schmidt is not the first to identify the “mile wide, inch deep” character of the American mathematics curriculum. A standard-setting process could be a powerful tool in narrowing and deepening the curriculum. (Haycock, 2002). It has been found that students will learn more mathematics when they are exposed to college-preparatory mathematics curriculum; even if they are not college bound. The Common Core standards emphasize critical thinking, creativity. and analysis over rote memorization. This curriculum makes a huge difference in student achievement (2014). The Common Core standards will also help build long-term abilities for our schools to deliver rigorous. meaningful

Students know the rules and are not allowed to have their cell phones out unless it is part of instruction. The Mathematics classroom is one of the most challenging academic classes to integrate the use of technology, but I still strive to give students multiple opportunities throughout the week to complete assignments, watch videos, or practice math skills. All lessons containing technology usually have a higher engagement compared to formal classroom lessons.

Parents are concerned with the changes being made in the way their children are taught math. They are outraged that Common Core wants to cut memorization tecniques like “PEMDAS” and cross-multiplication that “help kids get the right answers to difficult [math] problems.” In contrast, experts believe that techniques “allow students to skip…conceptual thinking.” Also, Common Core math standards claim that getting the correct answer is only the first step, students must then “understand the

Now, many families in my neighborhood are unable to give their kids additional help in core subjects such as math and science-something which is often expected of kids in my school district because of uneven wealth distribution. It is this discrepancy within my own community that disturbs me: seeing friends that could often be a part of the gifted and talented program in middle school if it wasn’t for their lack of opportunities to learn.

In mathematics, the calculator can be an effective teaching and learning resource. Calculators can be used with children in all age groups, pupils can use calculators to explore and enhance their understanding of mathematics. It is important that children become confident users of calculators. They should recognise that the calculator is a tool they are in control of and understand how it can help them to develop their mathematical skills.

42 of the third-grade students used virtual manipulatives while 49 students used concrete manipulatives. The virtual manipulative students were ranked according to ability and utilized an educational site linked to NCTM (National Council of Teachers of Mathematics) to explore the lesson on fractions. The concrete manipulative group had a similar activity based on concrete fraction circles and fraction bars. All groups completed their assignments within the allotted 20-minute time period and were given a post test. In the third grade, post test results showed that both groups showed improvement however concrete groups’ point gains were higher when comparing pretest and posttest of virtual manipulatives group. Fourth grade scores proved that both groups made gains in post-test, yet concrete group earned more points in mean test scores. Although the gains were small yet significant, this study contradicted the Olkun (2003) study that suggested computer based manipulatives provides more gains than concrete manipulatives. Hamm & Burns noted that virtual manipulatives caused a slight delay because planning in advance for equipment set up was an issue and the wireless internet is not readily available in all schools. For this reason, concrete manipulatives such as the number grid can be conveniently used by students to find missing parts to one hundred without the use of a wireless

Today in age almost everything we do involves math, including jobs, bills, school, etc. Mathematics is required in the field of nursing mainly because of calculating dosages. It is used every day by nurses who need to figure out the precise quantity of a medication for a patient. If a medication error occurs, it could mean life or death. (Sobek)

METHOD The study is descriptive, qualitative research on teachers as they attempted to meet new standards. Specifically it is a case study of an elementary school faculty, done in an attempt to

As long as the field of mathematics has existed, people have been searching for shortcuts to eliminate the monotony and difficulty of calculating figures accurately. As a result, human beings began to develop new technologies to simplify this process. In ancient history, the abacus was a useful device in calculating simple numbers requiring addition and subtraction. In the seventeenth century, the first mechanical calculators were able to perform multiplication and division through repetitions of addition and subtraction. Calculators were then programmed in order to multiply and divide automatically. From these early devices emerged the first computers and calculators, which were originally intended to calculate figures. Now, modern computers are expected to perform a variety of functions, outside of calculations, quickly and effectively. However, back in the time of abacuses, an ancient Greek mathematician was discovering the formulas and primitive mechanical devices that have evolved into the current state of computing technology.

MathLearn directly addresses these issues. MathLearn represents the accumulation of over twenty years of research and development, and the research has resulted in technology for helping students visually and intuitively understand mathematical concepts. MathLearn is not for students who are good at math, find math easy, and enjoy math. It is for all of the other students. MathLearn does not use third party libraries for its visualization and interaction. All of the MathLearn proprietary libraries have been designed with one purpose in mind – teaching math in a visual and intuitive way, to allow students to understand. MathLearn has not been designed to be a mathematical calculator, to help teach history, language, or poetry. This is the first characteristic that makes MathLearn unique.