Math and Technology

1. Technology in the
Mathematics Classroom
Don Krystof
Francesco Merenda

2. Technology & Mathematics
• The implementation of technology in the education classroom has been
growing exponentially over time in the classroom. The incorporation of
technology into all facets of the classroom has steadily grown as well. The
true incorporation of technology in the classroom should elicit growth for
students if utilized correctly.
• Technology in the classroom is one of the hot topics in the media right now
because of its importance moving towards the future. Many news programs
including US news and CNN are consistently covering the topic. Many of
the schools are implementing technology into their schools with grants and
funds to provide the best education to their students.
• The reason for interest is because of the future and moving forward in the
education world. Students will use education to better their overall
understanding of concepts and the goal at hand of the research study is to
see the importance and growth of students while utilizing technology.

3. Problem Statement
Research Question: The continuing changing landscape of education has had
devastating effects on the learning styles of students within the classroom
setting. The main area of interest for the research relates to technology in one
of the most important subject areas in a high school, mathematics. The
question reads: Does the use of technological components in the classroom
have a positive effect and show growth within the geometry classroom? Will
students show significant growth and prove the efficiency of 21st century
technology?
• The use of technology within the classroom will improve student learning
and their will be a positive correlation for the students that utilized
technology over the semester longitudinal study.

4. Literature Review
Impact of Technological Advancement on Pedagogy-Forms of learning are closely related with
technological growth within the classroom. P-Learning is the overall process and allows learners
to connect with technology in the classroom setting. Goal is to understand the connection
between technology and student understanding within concept area.
Cognitive processes developed by students when solving mathematical problems within
technological environments-Article discusses the importance of using technology to solve
mathematical equations. Students had to analyze the characteristics of reasoning and use this
information to guide them in the process of mathematics. Technology use was for allowing
students to think in a more mathematical sense.
Technology with Cognitive and Mathematical Fidelity-Concept of technology playing a vital role
in the study and understanding of mathematics as a whole. Technology can deepen mathematical
understanding and lead to a greater abstraction within the different concepts. Interactive math
objects will allow teachers to deepen the learning of their students in the classroom.

5. Literature Review
Analyzing the Effect of Web-Based Instruction Applications to School Culture within
Technology Integration-Study reviews the environment produced by 31 different teachers in a
high school setting and their overall integration of the technology in the classroom. Qualitative
data and Quantitative data were obtained throughout the study that related to the teachers. The
overall research was successful due to the viewpoint on teacher integration of technology into the
classroom.
Tablet-Based Math Assessment: What Can We Learn from Math Apps?-iPads were studied
and their overall relation to mathematical understanding within classroom. Main areas of content
for study were quality of mathematical content, feedback and scaffolding, richness of interactions
and adaptability of the applications. Study was designed for a relation to successful math apps
that can be used during classroom instruction.
The Relationship between students’ exposure to technology and their achievement in
science and math-Study took an in-depth look at relationship between communication and
achievement with relation to mathematics. Study reviewed students in Turkey that were assessed
based on their inclusion with technology and it’s overall use related to mathematical instruction.
Study proved that technology familiarity raised student scores and the students were able to
achieve more in the classroom setting.

6. Literature Review
One-to-One Laptop Teacher Education: Does involvement affect candidate technology skills
and dispositions?-The study looks at teachers’ beliefs and their overall understanding of
technology in the classroom. Teachers had to coordinate a one-to-one laptop program that
allowed students to use technology to improve their education. Results showed that students with
no technology did not show any growth, but students with technology showed growth in all areas.
The effectiveness of classroom capture technology-The use of classroom capture systems has
become quite popular in the past recent years. Teachers used this process to analyze the benefits
and positives of their teaching as a review. Suggested study states that exposure to classroom
capture technology will improve grades and elicit positive student perception.
Technological Pedagogical Content Knowledge in the Mathematics Classroom-The research
focuses on teacher understanding of the overall concepts within mathematics. The study develops
four components that relate to teacher knowledge and their necessary understanding to be
successful. The study focuses on teacher reflection and its importance for math teaching to be
successful.

7. Literature Review
Enhancing Mathematical Learning in a Technology-Rich Environment-The article works to
correctly implement mathematical technology into the classroom with the aid of a collaborative
math team. The specific study targets diverse students, ELLs and students with special needs.
The article discusses the importance of using technology tools to support student growth in any
given situation.

8. Study Gap and Need for Research
The overall study that will be conducted will aid with the overall
process of proving the efficiency of technology within the geometry
classroom. The research that has been conducted prior to this
research problem has been productive, but the overall examination
of students and their growth with a pretest and posttest has not been
evaluated. The proposed study will allow for teachers and
researchers to see the importance of technology in education and its
overall uses to help students grow in the constantly changing world.
The proposed research study would allow for educators to view the
importance of integrating the correct mathematical procedures into
their student’s education. The research would also help schools and
districts to be able to view the necessity for technology within the
classrooms.

9. Methodology
• Quantitative Experimental Design
• Control group: Students in non-technology
classroom
• Experimental Group: Students in
technology classroom
• Independent Variable: Type of Classroom
(Technology vs Non-technology)
• Dependent Variable: Student Test Scores

10. Sampling
• Population for study: 200 geometry students
• 200 students make up 8 classrooms of 25 students
• Sample: 120 students
–Students selected using proportional stratified
random sampling
–Strata are technology and non-technology
classrooms
–50% of participants are from technology stratum and
remaining 50% are from non-technology stratum
•Participants identified by a random 5 digit number

11. Sampling
•Sample determined using the following formula
n = [ ( z2 * p * q ) + ME2 ] / [ ME2 + z2 * p * q / N ]
where n = sample size
z = critical standard score
p = population parameter, q = 1 - p
ME = margin of error
N = total population
Z determined using normal distribution table with α = 0.05
or 95% confidence level
ME is ±4%
p is 0.5 and q is 0.5

12. Research protocol
• Setting: 8 sophomore geometry classrooms
(4 with technology, 4 without technology)
• Time Frame: 1 school year
• Same curriculum followed by every geometry
class

13. Research protocol
• Participants issued geometry pretest at
beginning of study.
• Pretests are administered by classroom
teachers.
• After pretest, participants follow the same
geometry curriculum. Only difference is
presence of technology.
• Following a year’s worth of geometry
lessons, participants are issued posttest.

14. Research protocol
• Participants are identified by 5 digit number
which they are assigned at beginning of
study.
• 5 digit number confirms anonymity of
participants.
• On pretest and posttest, students only write
their 5 digit number (not their name).

15. Data Analysis
• Paired t-tests will be used to analyze data.
• Participants will be broken down into 4
groups of 30.
• 2 groups contain technology participants
while the other 2 groups contain non-
technology students
• Each participant receives pre and post test
score outcome.
• For each participant, the difference between
pretest and posttest scores is calculated.

16. Data Analysis
• For each group, the mean and standard
deviation of the differences is calculated.
• Calculate the standard error (SE) for each
group by dividing standard deviation by the
square root of 30 (number in each group)
• Next calculate t-statistic by dividing mean
difference by the standard error
• Use t-distribution table to find p value with
degrees of freedom of 29.

17. t-table

18. Data Analysis
• If p < 0.05, it is statistically significant
• If p < 0.001 statistically highly significant
• Significant outcome confirms
improvement between pre and post tests.
• Finally compare only significant outcomes
• Determine which group displayed greatest
mean improvement between tests.

19. Limitations of your study
• Study can only be applied to geometry classrooms in a
similar school setting
• Data cannot be expanded to explain technology in other
math classes like algebra, trigonometry, precalculus, and
calculus.
• Study can only be applied to a certain geometry
curriculum.
• Sample participants could be further stratified by GPA
level or another measure of academic level.

20. Implications
• Study determines if use of technology is
warranted in high school geometry
classrooms.
• Study can lead to further studies in the
other math subjects of algebra, calculus,
etc.

21. Bibliography
Abik, M., & Ajhoun, R. (2012). IMPACT OF TECHNOLOGICAL ADVANCEMENT ON PEDAGOGY.
Turkish Online Journal Of Distance Education (TOJDE), 13(1), 224-237.
Barrera-Mora, F., & Reyes-Rodríguez, A. (2013). Cognitive processes developed by students when
solving mathematical problems within technological environments. Mathematics Enthusiast, 10(1/2),
109-136.
BOS, B. (2009). Technology with Cognitive and Mathematical Fidelity: What it Means for the Math
Classroom.Computers In The Schools, 26(2), 107-114. doi:10.1080/07380560902906088
ÇAKIROĞLU, Ü., AKKAN, Y., & GÜVEN, B. (2012). Analyzing the Effect of Web-based Instruction
Applications to School Culture within Technology Integration. Educational Sciences: Theory &
Practice, 12(2), 1043-1048.
Cayton-Hodges, G. A., Feng, G., & Xingyu, P. (2015). Tablet-Based Math Assessment: What Can We
Learn from Math Apps?. Journal Of Educational Technology & Society, 18(2), 3-20.

22. Bibliography Cont...
Delen, E., & Bulut, O. (2011). THE RELATIONSHIP BETWEEN STUDENTS' EXPOSURE TO
TECHNOLOGY AND THEIR ACHIEVEMENT IN SCIENCE AND MATH. Turkish Online Journal Of
Educational Technology, 10(3), 311-317.
Donovan, L., Green, T., & Hansen, L. E. (2011). One-to-One Laptop Teacher Education: Does
Involvement Affect Candidate Technology Skills and Dispositions?. Journal Of Research On
Technology In Education (International Society For Technology In Education),44(2), 121-139.
Ford, M. B., Burns, C. E., Mitch, N., & Gomez, M. M. (2012). The effectiveness of classroom capture
technology. Active Learning in Higher Education, 13(3). 191-201. Doi:10.1177/1469787412452982.
Guerrero, S. (2010). Technological Pedagogical Content Knowledge in the Mathematics Classroom.
Journal Of Digital Learning In Teacher Education (International Society For Technology In Education),
26(4), 132-139.
Suth, J. N., Johnston, C. J., & Douds, J. (2008). Enhancing Mathematical Learning in a Technology-
Rich Environment.Teaching Children Mathematics, 15(4), 235-241.