Natalie Smith

My first reaction to any mention of technology in the classroom is to cringe and turn my nose up. Fortunately, I have had enough experience with computers and high tech calculators to be comfortable. That said, my discomfort with technology in the classroom focuses on the disclaimer the articles both mentioned. Technology is positive in the classroom when "used widely and responsibly, with the goal of enriching students’ learning of mathematics" (Principles p.25).

In high school I had math courses that I saw as "calculator" classes. I completely turned off my brain and did not care what the teacher said because I felt the emphasis of the course was to learn what buttons to press and not how to solve a problem. I never saw the unit circle on paper in my high school pre-calculus class, but I did know how to put p /2 in my TI-82. I did not feel like I was learning the math, and frankly I did not care too. That in itself frustrated me because I enjoy the challenge of an impossible math calculation.

I do realize, however, that that was only one experience and that they do not all have to be bad. Sometime graphing integrals in Maple did enlighten me about the applications of calculus. I am also encouraged by the articles to see that the standard for teaching and that actual teachers are valuing appropriate classroom use of technology. I agree that mathematics can be enjoyed by those many students who need to see the graphs and movements of functions. I respect that not everyone can learn from repetitive calculation and that not many like working and problem over and over when they still get the wrong answer.

As a prospective teacher, my challenge is not forget my own convictions about technology, but to have them as a standard for how I can best use technology in the classroom. I am challenged by Gail Burrill to evaluate where the line between understanding simple computation and really grasping a deeper world of mathematics.