Development of mathematical skills through technological tools

By Claudia Sanchez on November 30, 2012

Nowadays, modernization processes around the world have pushed forward the use of technological resources (portable computers, interactive whiteboards, projectors, educational software, etc.) for the teaching of sciences (biology, physics, chemistry) and math.

Although as a matter of fact no curricular content is exempt of seeing benefits from the deployment of technological resources, it has been the formal and natural knowledge areas that have had a more widespread development in subjects such as:

a) Management of educational modernization policies in several countries around the world.

b) Software development.

There are some pedagogical postures that support the use of software and computing tools to promote in children improved knowledge appropriation and construction. One of them, the constructionist[1] approach, affirms that best results in the teaching and learning processes are achieved by providing children with a wide array of instruments that lets them interact with reality and phenomena in close, concrete, fun and stimulating fashion; in such a way that abstract content such as that reviewed in math classes, makes more sense and relates better to children’s everyday lives by being worked in class using computers, virtual simulation software, spreadsheets, etc.

At the same time, there is research that has revealed the close relationship between the mathematical thinking development levels (problem solving, information analysis, logical reasoning), and the use of technological resources in the classroom. Other research affirms that the sooner a child enters the field of mathematical concepts learning, such as unknown factors and variables, the better his performance in math at the subsequent school levels.

At Intel® Learning Series[2], we are aware of the potential that can be developed in our children if they are properly stimulated by appropriate and interesting content, and that is why we have consolidated a series of educational material of exceptional quality that, without a doubt, facilitate the development of mathematical thinking levels through games and exercises that can be accessed through several storage mediums or downloaded from Internet. Among these solutions are:

1. Childtopia: online games and activities that make learning fun and easy.

2. Destino Matemáticas: content that conforms to local and international standards; proven success in the acquisition of better mathematical thinking levels throughout all grades of primary education.

3. MathPro: math software with a wide set of exercises.

4. MathPro Plus: lab applications that allow students to perform experiments with graphs and functions.

5. Positivo Informática: math activities contextualized and dosed in order of complexity.

6. Interacursos Matemáticas: exercises that allow students to comprehend mathematical concepts by means of games and multimedia activities.

With these educational solutions, Intel® Learning Series proves not only being at the vanguard regarding technological innovations in math teaching, but also reaffirms its commitment to offer high quality educational content that makes a difference and adds value to the teaching and learning processes.

Footnotes:

[1] Pedagogical current that explains the influence that learning objects (LO) such as computers, calculators, educational software, etc., can have on the teaching and learning processes.[2] Intel® Learning Series is a network that consolidates hardware, software and service resources to support the teaching and learning processes.

 Article compiled with the collaboration of: Alejandro Larios

 

References:

 Intel® Learning Series. (2009). Ecosystem Vendor Alliance. Premier Vendor Directory. Worldwide Directory.
Anfossi Gómez, A., Acuna Zúñiga, A. y López Morales, E. (2000). Ambientes de aprendizaje informatizados, construccionismo y currículo escolar.
Carrillo de Albornoz, A. (2005). Matemáticas a través de las tecnologías de la comunicación y la información. Unión, Revista Iberoamericana de Educación Matemática (3), 101-102.
Fujii, T. (2003). Probing students’ understanding of variables through cognitive conflict problems: Is the concept of a variable so difficult for students to understand? International Group for the Psychology of Mathematics Education. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA, Honolulu, HI (Document Reproduction Services ERIC: ED500857)
Hegedus, S., y Kaput, J. (2003). Exciting new opportunities to make mathematics an expressive classrooms using newly emerging connectivity technology. International Group for the Psychology of Mathematics Education. Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education held jointly with the 25th Conference of PME-NA, Honolulu, HI (Document Reproduction Services ERIC: ED500857)
 

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