Technology is driving changes in our lives outside of the mathematics classroom, so it is important to realize that these changes must be reflected in the high school mathematics curriculum. Technology can be used as a tool for doing mathematics (e.g., when the purpose of a task is not to develop computational or symbolic manipulation expertise), as a learning environment for fostering the development of conceptual understanding (e.g., illustrating the connection between functions and their graphs in a dynamic environment), and as a learning environment for practicing skills (NCTM, 2018).

Mathematical action technologies are those that can perform mathematical tasks and/or respond to the user’s actions in mathematically defined ways (NCTM, 2011). Mathematical action technologies introduce students to mathematics the may have been otherwise out of reach without technology. The mathematical action technologies also help students bridge the gap between mental images of concepts to visual interactive representations. When working with visuals, students may develop a deeper understanding of mathematical concepts.

There are a few broad categories that may be helpful when thinking about mathematical action technologies and how they may be implemented in the mathematics classroom. Computational/ representational tool kits (graphing calculators, computer algebra systems [CAS], spreadsheets), dynamic geometry environments (examples: the Geometer’s Sketchpad, Cabri), microworlds (constrained environments with mathematically defined “rules of engagement”), and computer simulations (parameter-driven virtual enactments of physical phenomena) (NCTM, 2011).

Computational/ representational tool kits:

Dynamic geometry environments:

Microworlds: A virtual manipulative version of algebra tiles could constrain the movement of the screen tiles to ways that can be sensibly interpreted in terms of an area model, while tiles can be stacked, overlapped, or misaligned (NCTM, 2011).

Computer simulations: Here is an example of a computer simulation.

Implementing mathematical action technologies in the mathematics classroom influences not only how teachers teach but also what they are able to teach. Despite popular belief, use of technology does not inhibit students’ learning of mathematics (NCTM, 2014). However, after conducting a comprehensive literature review, Ronau and others (2011, p.1, as cited in NCTM, 2014) concluded the following:

“In general, we found that the body of research consistently shows that the use of calculators in the teaching and learning of mathematics does not contribute to any negative outcomes for skill development or procedural proficiency, but instead enhances the understanding of mathematics concepts and student orientation toward mathematics.”

Students should have the opportunity to use mathematical action technologies to explore mathematical relationships, interpret mathematical representations, and use various manipulations necessary when solving problems. However, limiting or denying students’ technology usage at specific times to achieve fluency goals may be appropriate and necessary. Students should not become dependent on technology and abuse its efficiency.

Teachers should continuously explore various mathematical action technologies, so they can introduce them to students and open their mathematical horizons. Administrators and policymakers need to continue to emphasize the importance of developing meaningful learning of mathematics while recognizing that effective mathematics programs reflect the evolving power of tools and technology to transform how mathematics is used to solve real-world problems (NCTM, 2014).

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