Integrating computers into the teaching of mathematics

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Integrating computers into the teaching of mathematics


There are many benefits of integrating ICT into education for learners in such implications; learning from feedback, observing patterns, seeing connection, working with dynamic images, exploring data and teaching the computer. These open a way to consider how ICT support teaching and learning and why it is important in any aspects of mathematics. A new approach of mathematics thinking may contribute to students' ways of learning mathematics but, the developments of software package are not enough yet to cover the gap between geometry and its major software application. Actually, educators focus on what it can do rather than what we can do with it. ICT appears partly in all parts of the curriculum besides it exists as a separate subject to teach students how to use computers in schools. As time goes on, we begin to understand that ICT must be integrated into the school curriculum. To do that it is required to emphasise how ICT is so important to use in education once more besides there is lack of equipments and computers in many classrooms where student can gain access. Computers can be only used in suitable context and when it is no longer needed it will be put away.

There is a strong connection between ICT-supported pedagogy and mathematics rather than any other subject because, mathematics on its basis contains shapes, graphs and so on. It is difficult to imagine and understand of these concepts for inexperienced learners. For example, a picture may cause misunderstanding to expose a locus that looks circular is actually an ellipse but, when the functions and potentials of computers are to be recognised, they must be fully integrated in the rest of mathematics curriculum. Therefore, it will be exciting working with computers for many pupils and also a problem solving approach become appropriate for teachers in this way.

Some classroom activities might be more suitable for the purpose rather than the use of a computer, which are body-centred approach and more suitable for pairs. In other word, the use of computer in education is just way among many to helping both teaching and learning. Teachers can decide which material is suitable for their task.

The idea of pattern is like a core of mathematics and to give learners an opportunity to understand complex mathematical concepts. When exploring mathematical problems, learners of mathematics as a witness can observe pattern process in the computers which generate many examples and enable students to make formalisation and systematisation. For example, if pupils used a calculator to find multiply different decimal numbers by 10 the result would be clearer with the support of a technological material but, without using technological tools, many complex problems would be difficult to solve for them.

Dynamic software assists students to draw a triangle when the figure is dragging any of its vertices will be changed. It is proved that the sum of the three angles of a triangle is 180. It is obviously required asking that why the sum of the three angles of a triangle is the same so student needs to explain that what they understand from changing. These activities can make pattern clearer. . With the help of computers based on mathematical knowledge, learners are more likely to obtain more accurate results more quickly. These allow students to explore independently and to make conjectures; "there is more to mathematics than pattern-spotting ".

It is not necessarily to trust number patterns which mislead to students who are tempted to look at sequences of number patterns but they are not connected with mathematics. Number patterns do not always lead to incorrect mathematics they can be very informative and they can suggest sensible hypotheses, but they are only ever part of the study.

When computers are seen in the rest of the curriculum, it may bring further issues. But, if the computer is implemented naturally and frequently, there will be a good chance to promote mathematics education. It should not be forgotten that teacher is the main determiner in the selection of the most appropriate software. Before using computer in classroom activities, preliminary work may be needed to be more appropriate for work progress