I agree with most of the thoughts put forth by proponents
of reform, including the use of technology in the classroom.
What I have trouble with is the absence of one word........
spreadsheet. This technology is a very important tool to so
many people that __use__ mathematics and the concepts we
associate with mathematical thinking. Secondary students are
being introduced to the spreadsheet in middle school and more
is being done with it in high schools. We have to examine
our curricula and decide where this important technology belongs.
I think it belongs, at a minimum, in all AAS mathematics and
especially in those courses related to business and computing.
That argument can be logically extended to the AA students as
well.
Yes, I know the constraints that we have regarding resources and
facilities. But, just like biology requires frogs, chemistry
requires sulfer, physics requires scales, math requires technology.
(You know, frogs, sulfer and scales are being replaced by
technology too.)
Rob
On Thu, 1 May 1997, Edward Laughbaum wrote:
> At 07:11 PM 4/29/97 -0700, Laura Petersen wrote about a Crossroads
> discussion group:
>
> >One of the topics discussed was the extent to which
> >graphing technology should be integrated into intermediate algebra. The
> >panel that discussed the issue seemed comfortable with graphing
> >calculators in calculus and pre-calculus but questionable in
> >intermediate. What do you all think?
> _____________________________________________________________________________
>
> It always causes me great concern for our developmental students when I see
> "teachers" making statements like this. And of course, even worse is
> teachers thinking like this (Yes, yes, this is my opinion.). Based on my
> experience with teachers who think that hand-held technology should not be
> used, I find they usually have incorrect ideas of how to use the technology
> to enhance teaching, pedagogy, and mathematical understanding. Or, they have
> no idea of what can be done with technology.
>
> Responses on this listserv to the initial statement also tells me that many
> teachers think that using technology replaces the traditionally taught
> algorithms -- those methods that constitute the traditional mathematics
> curriculum. The "Crossroads" doesn't suggest replacing traditional
> algorithms with calculator algorithms. It suggests that we teach both, while
> decreasing attention to the traditional methods to make room for methods
> that are in-line with the world around us. HOWEVER, using technology to do
> mathematics is only a small part of what the AMATYC Crossroads tells us. It
> appears that many teachers can't get past this notion that technology is for
> doing mathematics. Technology is for helping students understand mathematics
> and for teachers to teach mathematics. Teaching understanding of mathematics
> is something that is ignored by many teachers who teach the traditional
> curriculum. No, memorizing algorithms is not understanding mathematics. Nor
> is it learning mathematics. No, doing 120 exercises to "practice" solving
> equations is not understanding equation solving. It is memorizing
> algorithms. With students of today, it means putting the algorthims in
> short-term memory -- to be dumped as soon as the final exam is over. This is
> something most of us never did and we don't realize that it is nearly
> standard operating procedure for the non-math major -- those students we
> have in our classes.
>
> Finally, (Yes, I know I am long-winded.) using hand-held technology in a
> traditional curriculum is not suggested by AMATYC Crossroads. The major
> thrust of Crossroads is in curriculum and pedagogy reform. Technology is an
> integral part of a reformed curriculum and revised pedagogy, however.
>
> Yes, I have used a graphing calculator and a reformed curriculum in
> intermediate algebra since 1990.
>
> Ed Laughbaum
>
> ****************************************************************************
> * To post to the list: email mathedcc@archives.math.utk.edu *
> * To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
> * In the mail message, enter ONLY the words: unsubscribe mathedcc *
> * Words in the Subject: line are NOT processed! *
> * Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
> ****************************************************************************
>
Robert L Kimball 919-662-3602 (Office)
Chair, Mathematics and Physics Dept 919-266-0850 (Home)
Wake Technical Community College Raleigh, NC 27603-5696
****************************************************************************
* To post to the list: email mathedcc@archives.math.utk.edu *
* To unsubscribe, send mail to: majordomo@archives.math.utk.edu *
* In the mail message, enter ONLY the words: unsubscribe mathedcc *
* Words in the Subject: line are NOT processed! *
* Archives at http://archives.math.utk.edu/hypermail/mathedcc/ *
****************************************************************************