In today’s classroomsstudents need many ways to learn. Most students have a very difficult time understanding mathematical concepts. Manystudents, despite a good understanding of mathematicalconcepts, are inconsistent at computing. As students’ progress frompre-kindergarten to eighth grade, they should become increasingly proficient inmathematics. Proficiency should enable them to cope with the mathematicalchallenges of daily life and to continue their study of mathematics in high schooland beyond (Kilpatrick, Swafford, & Bradford, 2001). With the demands of accountabilityfor achieving the goals, urgency exists for schools to implement math programsdesigned to move students toward proficiency. The following math lab will provide astrategic direction and establish specific action steps to implementinstructional technology to improve learning and teaching within the school.
Beforeimplementation of a math lab it is important to create and communicate a technologyvision; the vision will help teachers understand how educational technology willimpact each student and why it is important to each. The first step insuccessful technology integration is recognizing the change that may need tohappen inside the school. Inform teachers by developing a technology-enrichedlearning environment that will enable all students to pursue their individualcuriosities and become active participants in setting their own educationalgoals, managing their own learning, and assessing their own progress. Many teachers will be resistance to change;therefore, it is imperative that all teachers be identified and involved in theprocess. When the vision is expressed in ways that are meaningful, teachers aremore likely to share in the vision. Once teachers understand the technologyvision then implementation can start. The next step in implementing a math labis to identify the student target group(s) and the number of students that willuse the program.
Also, identify the type of needs to be addressed. Identify theteachers that will participate with implementation and their roles, how willstudents be scheduled to share the lab, describe the operation of the learningenvironment: that is, classroom, mini lab pod, resource room, etc. in whichthese computer systems will reside. Create a standardized pre/post assessmentinstrument identified for use in the math lab. The math computer lab will be implementedfor grades K-5th the primary purpose for the math lab will be to differentiatedclassroom instruction on a weekly basis the labs will be an additional way forstudents to learn the material. While people of all ages increasingly usetechnology for routine tasks, children are among the most frequent users oftechnology (Kaiser Family Foundation, 2010). Therefore, technology plays a pivotalrole in the learning progression of all students. Teachers will be informed ofthe math lab for their students and the importance of utilizing the math lab duringtheir designated times.
The math lab will focus on seven general goals for allstudents: learning to compute accurately, becoming a mathematical problemsolver, learning to use technology as a tool for mathematical problem solving,learning to communicate mathematically, learning to reason mathematically,valuing mathematics, and becoming confident in one’s ability to do mathematics.To achieve these goals, students will be exposed to the district’s state standards-basedcurriculum. The curriculum will provide students withoptions to master and apply their knowledge and comprehension of mathematics strategiesby encouraging the use of technology.
The math lab will provide students with thegadget for administeing concepts in a variety of contexts, thereby breaking theartificial isolation of school subject matter from real-world situations. Technologyhas changed and will continue to change that’s why it is so important to continueto infuse technology in mathematics. The use of software technology programs inthe classroom and specifically in mathematics are designed to amplify thestudents’ visual and mental capacities (Berge, O. & Slotta, J.