How Technology Has Changed Our Future

Technology is defined as machinery and equipment developed from the application of scientific knowledge. Its original use was meant solely for the service of humans, however overtime it has evolved into something much different. What was originally meant to be an assisting piece of machinery has changed almost every aspect of our culture. The way we think, communicate, lie, and even love has been impacted by the use of technology, and all of this is has made for interesting pieces of literature. In pieces such as Her and I, Robot, we see the evolution of robots and artificial intelligence into a more empathetic and humanlike creatures. This gradual change in our views of robots overtime speaks volumes to the evolution of technology. Technology in literature has become a reflection of human beings themselves, mirroring the very qualities of ourselves that make us human. By looking at the personality that technology takes on in literature, we can greater understand the aspects of ourselves that truly make us human.

This chapter explores the underperforming United States education system that does not prepare students to be creative, think critically, work collaboratively, or communicate effectively to be ready to participate in society (Ferguson, 2011, p. 7). In addition to overall underwhelming performance in academics, the failure to incorporate real world everyday experiences in mathematics prevents students from developing critical thinking and logic skills so that they will be responsible and active citizens of society and have access to jobs in the fields science, technology, mathematics, and engineering (STEM).

This paper serves to compare the National Council of Teachers of Mathematics Standards for Secondary Mathematics (NCTM), Common Core State Standards (CCSS), and Virginia’s Standards of Learning (VSOL). The comparison will include similarities and differences among the three documents as well as discuss their strengths and weaknesses. Lastly, a combined set of standards will be developed and presented, encompassing the strengths of the various standards.

We believe that mathematics, as the language of science and, even more fundamentally, the language of the universe, is essential to any student’s education, especially if he or she wishes to pursue a career in STEM. In middle school, Kaitlyn showed a marked, early interest in STEM subjects. As a result, in the 8th through 12th grades, strong emphasis was placed on STEM coursework; Kaitlyn followed an accelerated, demanding math track of 5 years of high school and college level math and an equally rigorous science curriculum with 4 years of high school and college level science courses. Every science class

If schools would substitute mathematics for a skill that you use in the real world every day then you would see more successful young people. In the United states alone one in four ninth graders will not finish high school. Researchers say that algebra is one of the leading causes on this huge problem our nation is facing. Shirley Bagwell, a longtime Tennessee teacher, warns that “to expect all students to master algebra will cause more students to drop out”(Hacker).

Math Solutions, a division of Scholastic, Inc. and founded by Marilyn Burns, is a broadly perceived expert on changing instruction and enhancing achievement for students in math. With over 28 years of leadership and working with many school districts nationwide, their master educational consultants create solutions for quickened, feasible chang, sustainable improvement in teacher effectiveness, student learning, and standardized test outcomes. Math Solutions will work intimately with project staff to create and execute the UMI project’s Summer sessions. They will help the project for two weeks in Year 1 and one week in Years 2 and 3. working collaboratively with math faculty

On the other hand, according to NCTM members, college algebra needs to be implemented in the school system. Their Standards show that “mathematical power” is required in order for students to perform effectively in a “variety of authentic settings” (Steen 1992). Algebra looked upon from a student perspective is known as a problem solving skill meaning a process to seek solutions to certain problems give. However, looking at algebra from a broad approach we notice that it is very similar to human stages which are considered to be a baby crawling, walking, and then being able to run. In order to understand what algebra is we must first look at a problem given to us understand what the problem is, question ourselves to what is given, and then realize the conditions that are presented which then helps us plan our strategy to solve a problem. This approach is useful not only in mathematics, but in other concepts such as in science. In algebra, logical thinking is used this is to make sense or make connections of a problem in order to find a solution. Algebra is known to be a part of mathematics that includes general letters and symbols to represent numbers that can be formulated and found by solving equations. Some students fail to build a solid foundation in mathematics which is why they are unprepared for college and for work. As future math teachers, we must encourage students to understand the concept behind college algebra which will help them excel in their future.

Math, being one of the essential skills for the civil society to develop and progress, its importance does not require further explanation. As we become more technologically dependent, technical reasoning is needed for survival. Mathematics is no longer just a subject taken by the elite. Now it has rightfully become a staple in our educational systems even though many people do not appreciate it until it is needed. Throughout the course of MATH124, I have learned many skills and knowledge that helps me not only mathematically but also overall development.

As the focus of math changes students are asked to develop their mathematical thinking rather than their calculating. “While math traditionalist are correct that it is beneficial to memorize formulas, facts, and algorithms, the math reformists emphasize the need for students to have avenues such as journals, portfolios, or projects to demonstrate their understanding” (Kostos & Shin 2010). In math it is difficult to encourage students to think critically when many students, teachers, and administrators are drawn to the idea of right verse wrong. In mathmatics many hold tight to the idea that there is one correct answer and one way to get to the correct answer and that’s it; parents and teachers were taught mathematics just like this. Now with the focus changing we have students who are challenged to look at math differently. The focus of looking at mathematics as critical thinking, number manipulation, reflection and strategy has been hard for many to grasp. It is important that students are challenged to critically think and problem solve so they are capable of transferring their learning to new and different situations. Students must have the ability to problem solve and apply their thinking because as our world changes and technology gets more advanced we can no longer predict the situations our students will be in. Teachers must encourage critical thinking, so students are ready to enter an ever-changing

In any classroom, a teacher is perhaps the most important aspect. S/he does all the planning, assessing, and facilitating of discussions. However, a teacher’s biggest mission is to ensure that students understand the mathematical concepts, but not assisting so much that the students feel they are not allowed to create their own methods (Hiebert, 1997). To do this, the teacher must select her tasks with a goal in mind. Often teachers are taught to blindly follow the state curriculum and scripted lessons. However, it is important that these lessons are placed in a sequence that is consistent with what the teacher wants the students to learn (Hiebert, 1997). When teachers select their tasks, they must be familiar with their students’ funds of knowledge and choose lessons and ideas that are consistent with their students’ level of thinking. Selecting lessons in this manner allows teachers to better anticipate the way students may answer the problems. It is also a teacher’s job to share relevant information with the class. This includes mathematical conventions (such as symbols, numbers, operations, and special vocabulary needed to solve problems) as well as alternative methods (Hiebert, 1997). However, it is important to remember that while students may benefit from learning different methods, they should not be forced to change their methods to better align with the standard way of solving the problem. Essentially, sharing relevant information includes supporting students as thinkers and problem solvers and helping them learn important mathematics (Hiebert, 1997). Teachers must also establish a classroom culture. This includes focusing on methods as well as adopting an appropriate position of authority. Students should share, analyze, and improve their ways of thinking and teachers need to know when to step back and let the students struggle with the problem – especially when it comes to telling students

The beginning of the article discusses the experience that Sandra Argüelles Daire has when teaching mathematics. It continues with discussing the different activities you can do during pi week and different months of the year. Sandra shows us all kinds of activities that you can do with students to let them get excited and interested in math. Although, they cannot prove that these activities have helped students become more efficient in math their scores have increased and throughout the years the student’s participation has increased as well.

The quality of the research problem stated in the article was well put together. The researcher stated the problem clearly and identified why it was a problem. The gap in the literature the study is attempting to fill is communication of mathematical thinking. Often time’s students cannot intellectually explain how they got to their answer. When asked to explain, students have a hard time using the correct vocabulary terms. The student 's’ response does not demonstrate the mathematical thinking process; rather it merely demonstrates the student 's’ ability to memorize and recall a method of solving a problem to find a correct answer. Kostos, K., & Shin, E. K. (2010).

I often hear students say things like “I don’t like math” or “Math is not my thing.‘ But in my experience, I noticed how math gave me an edge when it came to resolving life’s most difficult problems. I feel that I can think more objectively without rushing to a conclusion. I was not always like this, in fact I am naturally the kind of person that jumps the gun and acts before thinking. But now that I have been studying math I try to find a solution to my problem and welcome the challenge. I started to notice patterns in the way problems present themselves. According to world famous mathematician, Conrad Wolfram, math is all about critical thinking and analyzing the results. In many of his lectures, Wolfram focuses on the role math plays in the real world and in education. He believes in the power of learning math and its positive effects on the brain. In addition, he believe that the more math a student learns, the more earning potential the student can have because of the tech industry that is quickly growing. In essence Wolfram believes that math teaches students to become better problem solvers, ready for the real

In 1989, the National Council of Teachers of Mathematics [USA] published the Curriculum and Evaluation Standards for School Mathematics. The logical journey of the Zoombinis software complies with these standards which call for a shift towards a broader approach to mathematics instruction. Open ended problems, mathematical reasoning and other subject areas and disciplines, including communication and language, are integrated with the more traditional mathematics curriculum as part of the NCTM (USA) standard.

MathLearn directly addresses these issues. MathLearn represents the accumulation of over twenty years of research and development, and the research has resulted in technology for helping students visually and intuitively understand mathematical concepts. MathLearn is not for students who are good at math, find math easy, and enjoy math. It is for all of the other students. MathLearn does not use third party libraries for its visualization and interaction. All of the MathLearn proprietary libraries have been designed with one purpose in mind – teaching math in a visual and intuitive way, to allow students to understand. MathLearn has not been designed to be a mathematical calculator, to help teach history, language, or poetry. This is the first characteristic that makes MathLearn unique.