Hodges, T. E., & Conner, E. (2011). Reflections on a technology-rich mathematics classroom. Mathematics Teacher, 104(6), 432-438. https://doi.org/10.5951/mt.104.6.0432

Abstract:

“Integrating technology into the mathematics classroom means more than just new teaching tools–it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being referred to as TPACK (Technological Pedagogical and Content Knowledge), the intersection of technology, pedagogy, and content. Making decisions about technology use influences not only students’ conceptual and procedural understandings of mathematics content but also the ways in which students think about and identify with the subject. In this article, the authors examine students’ identification with mathematics by focusing on the role of a mathematics teacher in a technology-rich introductory calculus classroom and the role of a student in that class. One important consideration in understanding students’ identification with mathematics is the extent to which activities are learner centered. As the mathematics teacher in this classroom, author Thomas E. Hodges describes the available technologies in the classroom and how he used them to craft learning opportunities for students. As a student in this classroom, co-author Elizabeth Conner gives her reflections as Hodges discusses particular examples. The authors then offer some guiding questions for teachers to consider as they attempt to integrate technology into the mathematics classroom. By highlighting the perspectives of teacher and student, the authors begin to make sense of the shifting roles of teachers and students in technology-rich mathematics classrooms through attention to a student’s interaction with other students, the teacher, and various technologies. The authors’ purpose in this article is to share how technology integration can provide different conceptions of what it means to be a mathematics teacher and a mathematics student. (Contains 3 figures and 1 table.)”