Tools and Technology Recommendations

Key Recommendations:

1. Incorporate and support the effective use of appropriate tools and technology in mathematics curriculum standards across all grade levels. 

2. Examine what mathematics should be taught, regularly reviewing the relevance of required topics in light of technology and considering other topics that may be required.

3. Regularly review the possibilities for using technology to enhance teacher productivity and student learning.

4. Ensure that teachers of mathematics receive mathematics-specific professional development on technology and its connection with curriculum and instruction.

5. Expect and encourage mathematics teachers to actively implement the use of instructional technology and physical materials and to reflect that expectation in classroom assessments.

6. Establish criteria for the selection of textbooks and instructional materials that include regular and effective use of technology.

7.  Implement lessons that make use of technological investigations that precede or accompany the development of paper-and-pencil skills.

8. Ensure that students see both the power and limitations of technology, and expect them to examine answers for reasonableness and applicability to the context and to choose appropriate tools for the task at hand.

9. Incorporate mathematical tools and technology as an everyday part of the mathematics classroom, recognizing that students should experience “mathematical action technologies” and physical or virtual manipulatives to explore important mathematics. 

10. Plan carefully for the use of classroom technology to ensure that it builds student understanding and reasoning.

Research Base:

Boggan, M., Harper, S., & Whitmire, A. (2010). Using Manipulatives to Teach Elementary Mathematics. Journal of Instructional Pedagogies, 3.

Bouck, E. C., Bassette, L., Shurr, J., Park, J., Kerr, J., & Whorley, A. (2017). Teaching equivalent fractions to secondary students with disabilities via the virtual-representational-abstract instructional sequence. Journal of Special Education Technology, 32(4), 220–231. https://doi.org/10.1177/0162643417727291

Bouck, E., Bouck, M., & Anderson, R. D. (2023). Teaching fractions to elementary students with learning disabilities using evidence-based practices. Intervention in School and Clinic, 0(0). https://doi.org/10.1177/10534512231178480

Bouck, E., Long, H., & Jakubow, L. (2022). Virtual manipulatives as assistive technology. In Technology-Supported Interventions for Students with Special Needs in the 21st Century (pp. 119-148). IGI Global.

Bouck, E., Park, J., & Stenzel, K. (2020). Virtual manipulatives as assistive technology to support students with disabilities with mathematics. Preventing School Failure: Alternative Education for Children and Youth, 64(4), 281-289. https://doi.org/https://doi.org/10.1080/1045988x.2020.17621157

Bouck, E., Shurr, J., Bassette, L., Park, J., & Whorley, A. (2018). Adding it up: Comparing concrete and app-based manipulatives to support students with disabilities with adding fractions. Journal of Special Education Technology, 33(3), 194–206. https://doi.org/10.1177/0162643418759341

Bungao-Abarquez, E. (2020). The use of manipulative in teaching elementary mathematics. International Journal of Linguistics, Literature and Translation, 3(11), 18-32.

Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331.

Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331.

Cohen, Jessica, and Karen F. Hollebrands. “Technology Tools to Support Mathematics Teaching.” In Focus in High School Mathematics: Technology to Support Reasoning and Sense Making, edited by Thomas P. Dick and Karen F. Hollebrands, pp. 105–22. Reston, Va.: National Council of Teachers of Mathematics, 2011. 

Dick, Thomas P., and Karen F. Hollebrands. Focus in High School Mathematics: Technology to Support Reasoning and Sense Making. Reston, Va.: National Council of Teachers of Mathematics, 2011. 

Dogan, M., & Içel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. Journal of Human Sciences, 8(1), 1441-1458.

Franklin, J. (2014). High school deafblind teacher uses manipulatives to teach life skills. Intervention 38(1), 5-7. Canadian Deafblind Association.

Franklin, J. (2015). Deafblind high school teacher making a difference in many ways. Visual Impairment and Deafblind Education Quarterly, 60(3), 10-26. 

Franklin, J. (2020). 7(1). Closing the fractions gap with early childhood learners. Oklahoma Journal of School Mathematics. 7(1), 15-23.

Garzón, J., & Bautista, J. (2018). Virtual Algebra Tiles: A pedagogical tool to teach and learn algebra through geometry. Journal of Computer Assisted Learning, 34(6), 876-883.

Hatisaru, V. (2022). The use of representations in solving mathematical problems. Australian Mathematics Education Journal, 4(2), 9–14.

Hidayah, I., & Istiandaru, A. (2018). Manipulatives and Question Series for Elementary School Mathematics Teaching on Solid Geometry. International Journal of Instruction, 11(3), 649-662.

Huntley, M., & Rasmussen, C. (2002). Effects of standards-based mathematics education: A study of the core-plus mathematics algebra and functions strand. In J. Sowder & B. Schappelle (Eds.) Lessons Learned from Research (pp. 163-169). Reston, VA: National Council of Teachers of Mathematics. (Reprinted from “Effects of standards-based mathematics education: A study of the core-plus mathematics algebra and functions strand,” 2000, Journal for Research in Mathematics Education, 31, 328-361).

Khairiree, K., & Kurusatian, P. (2009). Enhancing students' understanding statistics with TinkerPlots: problem-based learning approach. 

Morris, J. R., Hughes, E. M., Stocker, J. D., & Davis, E. S. (2022). Using video modeling, explicit instruction, and augmented reality to teach mathematics to students with disabilities. Learning Disability Quarterly, 45(4), 306–319. https://doi.org/10.1177/07319487211040470

National Council of Teachers of Mathematics. Technology in Teaching and Learning Mathematics. NCTM Position Statement, 2011. http://www.nctm.org/about/content.aspx?id=6330. 

Orlich, Donald C. “Education Reform and Limits to Student Achievement.” Phi Delta Kappan 81, no. 6 (2000): 468–72. 

Rini, D. S. (2022). Algebra Tiles as Physical Manipulatives to Support Students’ Understanding of Linear Equations in One Variable. Southeast Asian Mathematics Education Journal, 12(2), 81–94. 

Ronau, Robert N., Christopher R. Rakes, Sarah B. Bush, Shannon Driskell, Margaret L. Niess, and David Pugalee. Using Calculators for Teaching and Learning Mathematics. NCTM Research Brief. Reston, Va.: National Council of Teachers of Mathematics, 2000. http://www.nctm.org/news/content.aspx?id=8468. 

Roschelle, Jeremy, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, and Lawrence P. Gallagher. “Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies.” American Educational Research Journal 47, no. 4 (2010): 833–78. 

Saraswati, S., Putri, R. I. I., & Somakim, S. (2016). Supporting students' understanding of linear equations with one variable using algebra tiles. Journal on Mathematics Education, 7(1), 19-30.

Seloraji, P., & Leong, K. E. (2016). Impact of using Tinkerplots on statistical reasoning. Teaching and Learning Mathematics, Sciences and Engineering through Technology, 229-237.

Sowder, J. T. (2006). Effective use of manipulatives in the math classroom. In B. P. Schappelle & J. T. Sowder (Eds.), More lessons learned from research: Volume 2. National Council of Teachers of Mathematics.

U.S. Department of Education (ED). Science, Technology, Engineering and Math: Education for Global Leadership. Washington, D.C.: ED, 2014. http://www.ed.gov/ stem.