TECHNOLOGY-SUPPORTED MATH INSTRUCTION FOR STUDENTS WITH DISABILITIES: TWO DECADES OF RESEARCH AND DEVELOPMENT: A Reflection by a Special Education Teacher

After reading the paper "TECHNOLOGY-SUPPORTED MATH INSTRUCTION FOR STUDENTS WITH DISABILITIES: TWO DECADES OF RESEARCH AND DEVELOPMENT written by Ted S. Hasselbring, Alan C. Lott and Janet M. Zydney in 2006 for Center for Implementing Technology in Education", I realized how much I have wanted to do the same here in the Philippines. Every time I listen to a colleague report about a topic or every time I hear new research about special education and technology, I always wonder how far are  we or are we (Filipinos) or are we even at par to the current developments in using multimedia and technology in our instruction?

What do you think? Are we at par? or not? Click read more...

Part 2: TECHNOLOGY-SUPPORTED MATH INSTRUCTION FOR STUDENTS WITH DISABILITIES

This is the second part of technology supported Math Instruction. If you want to read the first part, check it out at Part 1: TECHNOLOGY-SUPPORTED MATH INSTRUCTION FOR STUDENTS WITH DISABILITIES

4. Making Calculations and Creating Mathematical Representations

Calculators used in Math Instruction

Technologies of this type often adaptive calculators that “serve as an equalizer in mathematics education” and “help students to more quickly and readily develop number sense, gain mathematical insight, and reasoning skills” (Pomerantz, 1997, p.2).

Handheld computers such as Palm devices and Pocket PCs offer an advantage of flexibility over traditional calculators. These handheld devices offer a great deal of computing power in a small package and a wide variety of software applications that can be used in a mathematics curriculum—database, spreadsheet, scientific probes/sensors, etc.

Part 1: TECHNOLOGY-SUPPORTED MATH INSTRUCTION FOR STUDENTS WITH DISABILITIES

NCTI  MATHEMATICS MATRIX

This review of technologies available in supporting math learning for those with math difficulity will be guided by the NCTI Mathematics Matrix. The matrix identifies six purposes of technology use for supporting student mathematical learning, including (1) building computational fluency; (2) converting symbols, notations, and text; (3) building conceptual understanding; (4) making calculations and creating mathematical representations; (5) organizing ideas; and (6) building problem solving and reasoning. These six purposes support the development of students' declarative, procedural, and conceptual knowledge.