math terms

ICT Literacy in Mathematics

Compiled by Dr. Lesley Farmer, California State University Long Beach
 

 GENERAL:

 

MERLOT LINKS:

Key terms: mathematics, statistics, quantitative, data

  • Academic Support Services/ Virtual Environments/ Disciplinary Content/ Mathematics & Statistics
  • Business/ Economics/ Mathematical and Quantitative
  • Education/ TeacherEd/ Teaching Methods/ Mathematics
  • Mathematics and Statistics
  • Sciences and Technology/ Physics/ General/ Mathematics
  • Academic Support Services/ ICT Literacy
  • Academic Support Services/Library and Information Services

https://www.merlot.org/merlot/Mathematics.htm;jsessionid=6BE7717B7463D215C058AF69B2E0F6A8 

 

LIBGUIDES:

 

OTHER WEBSITES and ARTICLES:
  • Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121,30-58.

    Das, K. (2019). Role of ICT for better mathematics teaching. Shanlax International Journal of Education, 7(4), 19–28.

  • Friedland, E. S., McMillen, S. E., & del Prado Hill, P. (2011). Collaborating to cross the mathematics-literacy divide: An annotated bibliography of literacy strategies for mathematics classrooms. Journal of Adolescent & Adult Literacy, 55(1), 57-66.

  • Gavor, M. (2010). ICT tools in mathematics instruction. http://www.slideshare.net/MiraculeDanielGavor/ict-tools-in-mathematics-instruction
  • Genlott, A. A., & Grönlund, Å. (2016). Closing the gaps–Improving literacy and mathematics by ict-enhanced collaboration. Computers & Education, 99, 68-80.
  • Glass, R., & Spiegelman, M. (2007). Incorporating blogs into the syllabus: Making their space a learning space. Journal of Educational Technology Systems, 36(2), 145-155. 
  • Grawe, N. D. (2012). Achieving a quantitatively literate citizenry: Resources and community to support national change. Liberal Education, 98(2), 30-35. 
  • Hardy, M. (2010). Enhancing preservice mathematics teachers' TPCK. Journal of Computers in Mathematics And Science Teaching, 29(1), 73-86. 
  • Hongjun He. (2017). Research on innovation model of computer assisted higher mathematics teaching in college and university. Revista de La Facultad de Ingenieria, 32(9), 115–120.
  • Kildan, A. O., & Incikabi, L. (2015). Effects on the technological pedagogical content knowledge of early childhood teacher candidates using digital storytelling to teach mathematics. Education 3-13, 43(3), 238-248. 
  • Mistele, J. M., & Spielman, L. J. (2009). Engaging preservice teachers in mathematics: Social analysis in the mathematics classroom. Democracy & Education, 18(3), 64-6 
  • Mistretta, R. M. (2005). Integrating technology into the mathematics classroom: The role of teacher preparation programs. Mathematics Educator, 15(1), 18-24. 
  • Oates, G. (2011). Sustaining integrated technology in undergraduate mathematics. International Journal Of Mathematical Education In Science And Technology, 42(6), 709-721. 
  • Pinto, M., & Leite, C. (2020). Digital technologies in support of students learning in higher education: Literature review. Digital Education Review, (37), 343-360.
  • Polly, D. (2014). Deepening pre-service teachers' knowledge of technology, pedagogy, and content (TPACK) in an elementary school mathematics methods course. Journal Of Computers In Mathematics And Science Teaching, 33(2), 233-250. 
  • Roepke, T. L., & Gallagher, D. K. (2015). Using literacy strategies to teach precalculus and calculus. Mathematics Teacher, 108(9), 672-678. 
  • Ruiz, E. C., Thornton, J. S., & Cuero, K. K. (2010). Integrating literature in mathematics: A teaching technique for mathematics teachers. School Science And Mathematics, 110(5), 235-237. 
  • Scherger, N. (2013). The redesign of a quantitative literacy class: student responses to a lab-based format. Teaching Mathematics & Its Applications, 32(4), 206-213. 
  • Smaldino, S. (2011). Preparing students with 21st century ICT literacy in math and science education. Journal of Curriculum and Instruction, 5(1), 1-3. 
  • Tatar, E., Zengin, Y., & Kagizmanli, T. B. (2015). What is the relationship between technology and mathematics teaching anxiety? Educational Technology & Society, 18(1), 67-76. 
  • van Ingen, S. (2013, January 1). Preparing teachers to apply research to mathematics teaching: using design-based research to define and assess the process of evidence-based practice. Doctoral Dissertation. University of South Florida. 
  • Young, J. R. (2016). Unpacking TPACK in mathematics education research: A systematic review of meta-analyses. International Journal of Educational Methodology, 2(1), 19-29.
  • Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.  

LEARNING ACTIVITIES IDEA STARTERS:
  • Ask students to research monetary systems. 
  • Ask students to create a timeline of famous mathematicians. 
  • Ask students to research the mathematical aspects of music. 
  • Ask students to use drawing or image editing software to make tessellations or fractals. 
  • Ask students to compare mathematical systems around the world. 
  • Ask students to research the cultural connotation of different numbers (e.g., 7, 8, 13). 
  • Ask students to research recreational math. 
  • Ask students to research intellectual property law (both copyright and patents/trademarks) as it applies to mathematics. 
  • Ask students to interview personnel in different jobs that are possible with a math major. 
  • Ask students to research the total cost of a garment, from growing the fiber (e.g., sheep, flax) to its processing, including all manufacturing/production costs, marketing and sales. 
  • Ask students to research the same mathematical topic in two database aggregators (e.g., ABI/INFORM, Web of Science), and compare the process and results. 
  • Ask students to locate different datasets for the same general topic. 
  • Ask students to analyze the impact of math on art. 
  • Ask students to research the mathematics of origami. 
  • Ask students to research the impact of technology on mathematics. Ask students to research how sports uses math. 
  • Ask students to research the impact of math on technology. 
  • Ask students to create a math-based infographic. 
  • Ask students to create a graphic novel about a math concept. Ask students to research math in nature. 
  • Ask students to create a virtual museum exhibit about an aspect of mathematics. 
  • Ask students to locate newspaper stories that involve math. Want more money? Want to lose weight? Want to go faster? It’s all in how you calculate it! Instead of having one dollar, you can have 1,562.88 liras for the same cost (You might explore which currency has the least and the most value). Or maybe you don’t want to look greedy; instead of asking for a pint of ice cream you can ask for a mere 0.002 of a hogshead. Would you rather run a mile or 160 934.4 centimeters? How many seconds have your lived? Create your own conversion games and fantasies by using http://www.onlineconversion.com/