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While the research on the effectiveness of mathematical apps is emerging, there is a higher level of engagement when students enjoy what they are doing and therefore, increased achievement. “Educational technology has long been recognized as a valuable approach to improving the mathematics achievement of elementary school children" (Zhang, 2015).
According to Muir (2014), technology has four roles within the classroom.
Technology as Master (student is subservient to technology)
Technology as Servant (technology replacing mental or pen/paper calculations)
Technology as Partner (students are gaining power over their learning, a rapport is developed)
Technology as Extension of Self (student and technology merge together)
Mathematical educators "remain largely unaware of what resources students are accessing, why they are accessing these resources and what exactly is the nature and quality of the resources that are accessed" (Muir, 2014).
The use of technology is so vast, there exists the need for educators to identify exactly how and why they are incorporating technology in their classrooms.
“Most prior research, primarily focused on outcomes of interacting with mathematics apps, but researchers have begun examining the activity itself, opening the door to identify characteristics and patterns present in such activity” (Tucker & Johnson). In my opinion, technology isn’t going to leave our classrooms, but it needs to be understood and incorporated correctly, as well as consistently.
Attributes
Attributes
When teachers are considering what mathematical application to employ in their classroom, there are certain attributes the app should possess to differentiate content in order to maximize learning and student usage. In my research, I found that O'Roark (2013) explained a number of key attributes to look for.
the program needs to get to know the student, including their likes, dislikes, struggles, topics to review, strengths etc.
it must engage students and motivated them, providing levels of achievement
students should be able to earn rewards
the program must be able to quickly diagnose problems and ensure mastery through spiralled checks
Zhang (2015) also notes there must exist immediate feedback and the break down of complex processes into small steps.
Twenty-First Century Learning
Twenty-First Century Learning
As stated by the Newfoundland Department of Education (2014), "technology contributes to a learning environment in which the growing curiosity of students can lead to rich mathematical discoveries at all grade levels." Today, students need to be equipped with skills in communication, critical thinking, collaboration, creativity, character building, and citizenship. These characteristics can be built and grown upon through the integration of technology.
Our world is constantly changing and in turn our instructional methods must adapt. In 2012, “researchers report that the majority of learning applications were out of touch with today’s modern learning theories, leaving students without the skills they will need to compete in the 21st century learning environment” (Carr, 2012). Mathematical applications that are game-based “could be used to facilitate student’s problem solving abilities and conceptual understanding of mathematics” (Carr, 2012). Therefore, the potential exists to build mathematical understandings and student achievement, while also building crucial skills for today's society.
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