Use of Computers in Mathematics Learning

In fact the make custom of of these computers for academic subjects tends to decrease from elementary school on. However ne twainrk connections have assisted in the growth of the use of computers in the classroom. mathematics and English classes atomic number 18 the most likely to use computers and this is followed by science and social-studies classes where computers are used approximately fractional as much.

Examples of computer programmes used include Reader Rabbit's Math which is a program that is technically strong. For the time-section the schoolchild can instigate the hands of the clock forward and backward with the mouse. Coins can be combined to reach totals and they appear realistic. Fractions are found in an enjoyable format with fun activities to complete. The program adjusts levels of difficulty with student progression and teachers can set the levels manually(Becher, 1999).

Computer Use for math Learning in Elementary School

Butzin (2001) reported cases of an evaluation of befuddle CHILD (Computers Helping Instruction and Learning Development). The author state that research that is focused on technology-based programs in classroom environments are non common. The findings from three previous studies are noted, however culture regarding methodology and sample are not provided. The study of IBM's paternity to Read progr

This program is criticized as being inappropriate in its attempt to blend mathematics and arcade games. This review stated that while attempts were made to convey the students in the mathematics breeding, the drill program results in besides much time being spent bouncing balls around and very little time being spent on solving conundrums. Slower ball speeds result in a wait of 100 seconds. This is a typical time gunpoint found between completion of one mathematical problem and the introduction of the next. Faster ball speeds do not result in increased numbers of problems being presented if the student does not hit enough bricks. In addition time is belittled when the student hits the ball many times without hitting a brick which is particularly a problem when all but a few bricks remain.

While the program is flexible in that it offers several(prenominal) difficulty levels for the practice of addition, subtraction, and counting, it is criticized.

Skinner, D. (1997). Computers: Good for education? Public Interest, 128(98), 98-110.

This program allows students to improve their mathematical vocalise problem-solving skills with practice, guidance, and feedback. Students have in subordinate learning options that are accessible any time and not dependent on teacher availability. The program determines the students' problem-solving performance. There is a teacher information page that provides directions. The program is designed to provide a wide selection of relevant and challenging mathematical word problems. Arithmetic problems include fractions, variations, percents, averages, and conversions. Algebra problems include both one and two variable problems with the following: communicating with symbols and literal expressions, coin problems, successive integer problems, age problems, investment problems, mixture problems or percents, effect and distance problems, work problems, probability problems, and logarithms.

am reported peremptory results in writing and reading for young le
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