This document discusses strategies for integrating technology into elementary school math classrooms. It provides examples of using the internet, tool-based software, productivity software, instructional software, and skill-building software to address common problems students face understanding math concepts and practicing skills. For each type of software, it outlines the integration strategy, advantages, and example resources and links to support math teaching and learning. The goal is to thoughtfully select technologies that enhance math education.

1. Technology Integration
in the
ES Math Classroom
Susan Weitzman-Trifman
EdTech541
Fall 2011
Picture used through Creative Commons from Pratham Books

2. Use TPACK
Math
Content
Knowledg
e
(CK)
Math
Pedagogical
Knowledge
(PK)
Math Technological
Knowledge (TK)
Math
PCK
Math
TCK
Math
TPK
Math
TPCK
To
understand,
plan and
develop
technology
enriched
math
curriculum

3. Keep in mind
Technology
is a tool for
developing
student
thinking
Photo used through Creative Commons from Maria

4. Recognize
Technology is not only a
pedagogical, but also a
mathematical, tool
Photo used through Creative Commons from minhtram0901

5. Remember to Plan
An appropriate
combination of off-
and on- computer
activities

6. Problem Statement
Students need to
communicate about
mathematics with
others.
Standard 8: Students will
communicate their
mathematical thinking
coherently and clearly to
peers, teachers, and others;
analyze and evaluate the
mathematical thinking and
strategies of others and use the
language of mathematics to
express mathematical ideas
precisely.

7. Using the Internet
Integration Strategy
“The Internet offers
students the
opportunity to
communicate
(about
mathematics) with
each other or even
with experts in
different fields"
(Roblyer and Doering, 2010, p.324)

8. Using the Internet
Relative Advantage
• Im
Photo used through Creative Commons from Mitzii
• Allows easy
contacts with
experts and
students in
other schools
• Promotes social
interaction &
discourse about
mathematics
• Available
anywhere,
anytime

9. Using the Internet
Resources & Links
Ask Dr. Math
Find
answers to
math
questions in
ES Archive
or ask your
own
questions!
http://mathforum.org/dr.math

10. Using the Internet
Resources & Links
http://www.eyejot.com
Eyejot
ES students
can work with
a teacher to
send math
messages
to parents
& other
classes

11. Using the Internet
Resources & Links
KidBlog
Discuss math topics in a safe, age appropriate environment
http://kidblog.org

12. Problem Statement
Students need
opportunities to
work with data and
statistics from an
early age.
Standard 5: Students will
collect, organize,
analyze, and represent
data in order to make
valid decisions and
predictions, and
understand and apply
basic concepts of chance
and probability.

13. Tool Based Software
Integration Strategy
“Technology
provides an ideal
means of
developing
student
knowledge and
skill related to
data analysis"
(Roblyer and Doering, 2010, p.324)

14. Tool Based Software
Relative Advantage
Photo used through Creative Commons from Igor Kalimov
• Helps children
represent statistical
data with ease, in a
wide range of forms
• Provides an
environment in
which children can
explore
• Easy to update
information
• Builds number sense

15. Tool Based Software
Resources & Links
http://nces.ed.gov/nceskids/createagraph/default.aspx
Create a
Graph
Spreadsheet
Software
for Younger
Students

16. Tool Based Software
Resources & Links
http://www.maxstoolbox.com/En-Au/Pages/MaxCount.aspx
Max Count
Spreadsheet
Software
for Younger
Students

17. Tool Based Software
Resources & Links
http://www.mathsnet.net/embedded/index.html
Interactive
Spreadsheets
For upper
ES students

18. Tool Based Software
Resources & Links
http://www.primaryresources.co.uk/ict/ict2.htm
ICT
Spreadsheets
& Databases
Downloadable
resources

19. Problem Statement
Standard 1: Students will
demonstrate understanding of
relationships among numbers, their
uses, and their representations.
and
Standard 2: Students will recognize
patterns and use appropriate
methods to represent, analyze, and
solve mathematical and practical
situations involving patterns and
functional relationships, with and
without technology.
Problem statement:
students, especially
younger ones, need
concrete objects or
pictures to help them
understand numbers
and other mathematical
concepts.

20. Productivity Software
Integration Strategy
A virtual manipulative
is an “interactive web-based
visual representation of a
dynamic object that presents
opportunities for
constructing mathematical
knowledge"
(Moyer, 2002, p. 373)
Pictures used through Creative Commons from Project H

21. Productivity Software
Relative Advantage
Photo used through Creative Commons from Kevin Vail
• Unlimited numbers
available
anywhere, anytime
• Easy to clean up
and store
• Children may view
them as more
sophisticated than
concrete
manipulatives
• Free!

22. Productivity Software
Resources & Links
National Library of Virtual Manipulatives
http://nlvm.usu.edu

23. Productivity Software
Resources & Links
http://pbskids.org/cyberchase/math-games/calculator
PBS’s
talking
calculator
Especially useful
with younger
students

24. Productivity Software
Resources & Links
http://www.shodor.org/interactivate/activities
Shodor Manipulatives for Grades 3-5

25. Problem Statement
Standard 10: Students will select,
apply and translate among
mathematical representations to solve
problems and will use representations
to model and interpret physical,
social, and mathematical phenomena.
and
Standard 3: Students will use
visualization and spatial reasoning
and apply the properties of geometric
figures to represent, investigate,
analyze, and solve problems, using
tools and technology when
appropriate.
Problem: students sometimes
need individual
instruction in math topics
where they can see examples
of concepts applied in ways
they can understand.

26. Instructional Software
Representation of Principles
“Representation
of mathematical
principles”
includes the use of
spreadsheets and
geometry-related
software.
-Robyler and Doering (2010)

27. Representation of Principles
Relative Advantage
• Gives students an
environment in
which to make
discoveries and
conjectures
• Motivating
• Easy to
manipulate

28. Representation of Principles
Resources & Links
http://illuminations.nctm.org
Illuminations:
Math activities
and lessons for
ES students

29. Representation of Principles
Resources & Links
Example Video: Why Borrowing Works
http://youtu.be/fWan_T0enj4
Khan
Academy’s
Arithmetic
Instructional
Videos
Arithmetic &
Geometry
playlists include
videos suitable
for older ES
students

30. Representation of Principles
Resources & Links
http://www.brainpopjr.com/math
BrainPop Jr.
Math Videos
Learn about
math topics
through
instructional
videos

31. Problem Statement
Photo used through Creative Commons from Piers Nye
Students need ways to
practice math skills in order
to become fluent in
computation and other
areas.
Standard 1: Students will
demonstrate understanding of
relationships among numbers,
their uses, and their
representations. Students will
demonstrate understanding of
meaning of operations, compute
fluently and make reasonable

32. Instructional Software
Skill Building and Practice
“Motivating
skill building
and practice
provides practice
in foundation
skills needed for
higher order
learning.”
-Robyler and Doering (2010) Photo used through Creative Commons from Piers Nye

33. Skill Building & Practice
Relative Advantage
• Provides guided
instruction within a
structured learning
environment
• Delivers instruction
when teacher may
not be available
• Immediate feedback
• Motivating

34. Skill Building and Practice
Resources & Links
http://calculationnation.nctm.org/Games
NCTM’s
Calculation
Nation
Free but
must
sign in to
play
against
others

35. Skill Building and Practice
Resources & Links
BBC’s Math Practice Sites
http://www.bbc.co.uk/schools/k
s2bitesize/maths
http://www.bbc.co.uk/schools/ks1bitesize/numeracy
Numeracy: for Grades K-2
Maths: for Grades 3-5

36. Skill Building and Practice
Resources & Links
Addition
and
Subtraction
Facts
Practice
Sites
http://wbais3.wikispaces.com/Add+%26+Subtract+FACTS

37. References
• Moyer, P. (2002, February). What are virtual manipulatives?. Teaching Children
Mathematics, 372-377. Retrieved from
http://edtechleaders.org/documents/algebra/1whatarevms.pdf
• Roblyer, M.D. & Doering, A.H. (2010).Integrating educational technology into
teaching. (fifth ed.). Boston, MA: Pearson Education, Inc.
• Wright, C. (2006, July). Virtual manipulatives. Presentation delivered at
National education computing conference, San Diego, CA. Retrieved from
http://www.slideshare.net/lwright3768/virtual-manipulatives-presentation