End the Math Wars
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| Title: | End the Math Wars |
|---|---|
| Language: | English |
| Authors: | Kuhn, Matt, Dempsey, Kathleen |
| Source: | Learning & Leading with Technology. Nov 2011 39(3):18-21. |
| Availability: | International Society for Technology in Education. 180 West 8th Avenue, Suite 300, Eugene, OR 97401-2916. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Feedback (Response), Problem Solving, Mathematics Education, Intelligent Tutoring Systems, Educational Change, Educational Technology, Calculus, Teaching Methods, Mathematics, Algebra, Geometry, Trigonometry, Mathematical Concepts, Academic Achievement, Technology Integration, Professional Development, Computer Software, Technology Uses in Education |
| ISSN: | 1082-5754 |
| Abstract: | In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly on building scaffolded computational fluency through repetition and practice, while the other wants to focus mostly on engaging learners in deep and meaningful problem solving. Ed tech, however, has changed the debate. Three areas where technology helps create schools where students learn what they need to know about math are: (1) engagement and relevancy; (2) differentiation for digital natives; and (3) inclusivity and multiple feedback channels. Whether using virtual manipulatives, intelligent tutoring systems, dynamic visualization software, or web 2.0 collaboration tools, teachers who understand and leverage the power of these resources will be better able to address their students' diverse needs. Ed tech is bridging the divide in the debate over mathematics reform by providing opportunities to increase procedural fluency and integrate it with greater conceptual understanding. The authors encourage educators to set goals for tech integration and request ongoing professional development to support the initiative. In the end, students will be the ones who benefit most. (Contains 6 online resources.) |
| Abstractor: | ERIC |
| Entry Date: | 2012 |
| Accession Number: | EJ954321 |
| Database: | ERIC |
| Abstract: | In 1999, Richard Lee Colvin published an article in "The School Administrator" titled "Math Wars: Tradition vs. Real-World Applications" that described the pendulum swing of mathematics education reform. On one side are those who advocate for computational fluency, with a step-by-step emphasis on numbers and skills and the algebra-geometry-trigonometry-calculus sequence. On the other side are those who think students must engage with real-world problems that employ a variety of mathematical disciplines and deep learning of math concepts that comes from struggling with complex problems, comparing multiple solution paths, and learning from trial and error. To understand what it will take to bring the two sides of the mathematics debate together, first consider the approach each side takes to improve student achievement. One side wants to focus mostly on building scaffolded computational fluency through repetition and practice, while the other wants to focus mostly on engaging learners in deep and meaningful problem solving. Ed tech, however, has changed the debate. Three areas where technology helps create schools where students learn what they need to know about math are: (1) engagement and relevancy; (2) differentiation for digital natives; and (3) inclusivity and multiple feedback channels. Whether using virtual manipulatives, intelligent tutoring systems, dynamic visualization software, or web 2.0 collaboration tools, teachers who understand and leverage the power of these resources will be better able to address their students' diverse needs. Ed tech is bridging the divide in the debate over mathematics reform by providing opportunities to increase procedural fluency and integrate it with greater conceptual understanding. The authors encourage educators to set goals for tech integration and request ongoing professional development to support the initiative. In the end, students will be the ones who benefit most. (Contains 6 online resources.) |
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| ISSN: | 1082-5754 |
