Enabling Mathematical Voices through Instructional Technology Integration
Ruby Lynch Arroyo, Leanna Lucero, University of Texas at El Paso, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This paper focuses on the findings of a study conducted with high school seniors in a summer 2011 program supporting college and career readiness. Integration of technology, positive learning community structures, and student positioning options were used to create an instructional model that would improve mastery of quadratic and linear equations. Under the umbrella of a social constructivist/constructionist theoretical framework,the sub-frameworks of TPACK and LOTI were used to assess the impact of technology integration. Evidence that effective integration of technology can have a positive impact on students' attitudes and mastery of mathematical concepts is presented. Pre- and post- LASSI scores indicated a significant change in students' attitudes and interest. Pre- and post-THEA test scores indicated a significant impact on students' mastery of content. It was shown that the instructional model encouraged students to move beyond mechanical reliance on formulas and processes to critical thinking and real-world application.
Lynch Arroyo, R. & Lucero, L. (2012). Enabling Mathematical Voices through Instructional Technology Integration. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 1559-1564). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).