A Literature Review: The Effect of Implementing Technology in a High School Mathematics Classroom

Abstract

This study is a literature review to investigate the effects of implementing technology into a high school mathematics classroom. Mathematics has a hierarchical structure in learning and it is essential that students get a firm understanding of mathematics early in education. Some students that miss beginning concepts may continue to struggle with mathematical computation and concepts throughout the educational experience. One learning strategy that can be implemented throughout the curriculum that can help students succeed in mathematics is the use of technology in the pedagogy of the classroom. To this end, this literature review is to stimulate reflection on the effect of using technology in the high school mathematics classroom since it can help engage students in the learning process, allow students to have a higher accuracy with computational tasks, help create a less-anxious mathematics environment for students, help motivate students, and help students get a deeper understanding of the mathematical content.

Beacons: A tool for 21st Century teaching and learning?

“…Consequently, these findings support not only Wu et al's (2016) and Zimmerman et al's (2016) claims that beacons can enhance student learning but also Murphy's (2016) claims that educational technology generally can enhance pupil engagement, motivation, collaboration, teacher-student interaction and depth of learning and understanding in the classroom. Furthermore, these findings suggest that beacons enable low ability students to learn as productively as higher ability students in the same lesson.…”

Feasibility and Value of Using a GoPro Camera and iPad to Study Teacher-Student Assessment Feedback Interactions

“…In classroom settings, this opens up possibilities to record learner actions and interactions from unique angles (Hummel 2015). iPads are multi-purpose tablet devices, which can serve many educational purposes, such as a platform for educative games and simulations (Murphy 2016). Although the use of tablet devices such as iPads is becoming increasingly common in classrooms, their uses for capturing teacher-student interactions through its video functionality are not well documented.…”

A Review Study on the Use of Materials in Mathematics Courses in Turkey

“…Mathematics is a course which has a linear content organization, sequential and continual learning (Murphy, 2016). Students need to learn previous concepts to get a firm and permanent understanding of mathematics; otherwise, they may struggle with mathematical computations and concepts throughout their mathematical courses.…”

“…Students need to learn previous concepts to get a firm and permanent understanding of mathematics; otherwise, they may struggle with mathematical computations and concepts throughout their mathematical courses. However, the results of many studies revealed that students struggle while learning mathematics (Murphy, 2016). It was reported by The National Assessment of Educational Progress report that less than 20% of high school seniors demonstrated a thorough understanding of the mathematical concepts in 2000 and in 2013 approximately 26% of high school seniors showed strong knowledge accuracy of the mathematical concepts which was expressed by the United States Department of Education (Murphy, 2016).…”

“…However, for meaningful learning of students, lecturing is not sufficient enough to teach mathematics (Sidekli, Doğramacı, Yangın & Daşdemir, 2012). Also, it was revealed that the inclusion of different approaches, strategies, methods and different curricula in mathematics courses can make an important impact on the learning of students (Murphy, 2016). For these reasons, in Turkey, a fundamental change has been made in the curricula.…”