1. Jerian Dawn P. Pama MA.Ed. Secondary Mathematics (Non-Thesis) - First Year
a.) Describe briefly the methodology and result of the study.
-The purpose of the research is to promote the appropriate usage of technology for the
Mathematics teachers and PSTs (Pre-service teachers) in preparing their lessons. The
researchers introduced the approaches and guidelines in using technology. The
approaches were: 1) the teacher educator is the primary user of the technology; 2)
the teacher is being prepared to be the primary user of technology; and 3) to prepare
PSTs (Pre-service teachers) to have their future students use technology to investigate
concepts and solve meaningful problems in the content areas. The first approach
focused on teacher educators who use multi-media case studies for rich teaching
episodes to help PSTs analyzed teaching and learning environments, and uses of
technology to present information or to demonstrate explorations. The second
approach focused on PSTs that needs to be prepared to use technology tools for word
processing, grade and record keeping, web page production, and presentations using
subject-specific software and websites to create presentations, lectures, lessons, and
assessments. The third approach focused on PSTs to guide the students to use
technologies such as spreadsheets, graphing calculators, dynamic geometry programs,
and playable websites to explore mathematical concepts and use mathematics to solve
problems in applied contexts. The guidelines were: 1) introduce technology in context;
2) address worthwhile mathematics with appropriate pedagogy; 3) take advantage of
technology; 4) connect mathematics topics; and 5) incorporate multiple
representations. Overall, the researchers believed that this guidelines and approaches
in using of technology in mathematics teaching reflect the views of most mathematics
educators and those materials have the potential to provide them with concrete places
for integrating technology activities in their teaching programs.
b.) What are the implications of the research result to classroom practice?
It implies that technology is essential in teaching and learning mathematics; it helps
the mathematics teachers to teach and enhances students' learning with the use of advance
technology, through this, they can become more competent and confident in teaching with
technology. And the Mathematics teachers and PSTs should follow the guidelines and
approaches in using technology.
c.) Based on the recommendations of the researchers, how would you apply the result of
the study to teaching mathematics?
I will apply these guidelines and approaches in teaching mathematics using
technology by introducing and discussing to my students various websites, technological
tools and other resources in order for them to be more knowledgeable, understand and to
be aware in using technological tools.

2. d.) Include the abstract and the reference in APA format.
ABSTRACT
In the Principles and Standards of School Mathematics the National Council of Teachers of
Mathematics (NCTM) identified the "Technology Principle" as one of six principles of high
quality mathematics education (NCTM, 2000). This principle states: "Technology is
essential in teaching and learning mathematics; it influences the mathematics that is taught
and enhances students' learning". There is widespread agreement that mathematics
teachers, not technological tools, are the key change agents to bringing about reform in
mathematics teaching with technology (Kaput, 1992; NCTM 1991, 2000). Yet, preparing
teachers to use technology appropriately is a complex task for teacher educators
(Mergendoller, 1994). Waits and Demana (2000) argue that adoption of technology by
teachers requires professional development that focuses on both conceptual and
pedagogical issues, ongoing support in terms of "intensive start-up assistance and regular
follow-up activities" and a desire to change from within the profession. In addition, studies
of teachers' implementation of educational technology document that at least three to five
years are needed for teachers to become competent and confident in teaching with
technology (Dwyer, Ringstaff, & Sandholtz, 1991; Means & Olson, 1994). The Curry Center
for Technology and Teacher Education at the University of Virginia is developing materials
to help preservice secondary mathematics, social studies, and science teachers (PSTs) learn
to incorporate technology appropriately into their teaching. The focus of the mathematics
team is to devise activities that will prepare secondary teachers to use technology
to enhance and extend their students' learning of mathematics. In this article we discuss the
approach to developing and using materials for this purpose.
References:
Regression .http://www.exploremath.com/activities/Activity_page.cfm?ActivityID=6
Garofalo, J., Shockey, T., Harper, S., & Drier, H. (1999). The Impact project at Virginia:
Promoting appropriate uses of technology in mathematics teaching. Virginia Mathematics
Teacher , 25 (2), 14-15.
Goldenberg, E.P. (1988). Mathematics, metaphors, and human factors: Mathematical,
technical, and pedagogical challenges in the educational use of graphical
representations. Journal of Mathematical Behavior , 7 , 135-173..
Jiang, Z., & McClintock, E. (2000). Multiple approaches to problem solving and the use of
technology. Journal of Computers in Mathematics and Science Teaching, 19 (1), 7-20.
Kaput, J.J. (1992). Technology and mathematics education. In D.A. Grouws
(Ed.),Handbook of research on mathematics teaching and learning (pp. 515-556) . New
York:Macmillan.
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: Author.
Neuwirth, E. (1995). Correlation
visualized .http://sunsite.univie.ac.at/Spreadsite/statexamp.

3. e.) Include a photo showing student`s activities with computer. Include your reference if
you do not own the photo. Describe the student`s activities. Compare and contrast the use
of technology as espoused in research and student`s activities with technology.
-Reference: (https://www.google.com.ph)
In this photo, it shows that the students are having their computer class together with
the teacher. The teacher discusses the lesson to the students using computers (flat
screens), a projector and a white screen as his visual aid. He gives his students instructions
on how to open a toolbar pertaining to Microsoft office. The students listens and follows as
the teacher instructs, they make an output and save it on the computer as their
performance. Through this technology, it helps teachers as well as students in making
presentations, gradesheets, projects, etc… If we based this photo to research, the
researchers concluded and it is true that "Technology is essential in teaching and learning
not only in mathematics but also in other subjects. It enhances the students' learning and
the teachers’ competence and confidence in teaching with technology ".