IMPACT OF TECHNOLOGY IN MATHEMATICS

MARCELINO H. SERRANO

Technology is a developing ground that touches every aspect of our everyday lives. When I look at the past, I am amazed at the technological advances this world has made. The computers, cell phones, digital cameras, and many other devices have become a huge part of everyday life. Not only technology is affecting everyday life, but it is also making a huge impact on education, especially within the Mathematics field. Computer programs are being created every day to aid in the understanding of Mathematical concepts. Calculators are replacing the pen and paper method of tabulating answers. The question that remains is, “Are the uses of technology helping or harming?

In today’s society, technology is advancing at such a rate that can hardly stay ahead. Technology surrounds every person in civilization. The use of technology is applied in the classroom. Many inspiring computers programs, such as Geometer’s Sketchpad, Math Success, Fathom, Maple, and Minitab greatly enhance the mathematical teaching and learning that can take place in a classroom. With these types of programs, teachers can cover required more in-depth, and addition material more closely related to the students’ l i ves.

Many people are doubting about using quality technology in the classroom because they believe it decreases the student’s ability to complete mathematical problems without the technology. In my opinion, in agreement with the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics, “technology is essential in teaching and learning mathematics” Even though many people are worried about using technology in the classroom, I feel confident that students can and will use the provided technology wisely and greatly appreciate the ideas and concepts that can be discovered by using technology.

Today’s learners were born into a world with technology. Using technology during Mathematics instruction is natural for them, and to exclude these devices is to separate their classroom experiences from their life experiences. One objective in preparing teachers for the future is to ensure that their classrooms will include the technology that will be commonplace for a future generation of mathematics learners, thus ensuring that the mathematicians, mathematics educators, and citizens of tomorrow experience harmony between their world of mathematics and the world in which they live.

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The author is SST III at Remedios High School, Lubao, Pampanga