Children will learn more quickly if you incorporate interactive activities into your lessons. Games and video clips are excellent ways to engage children. They will gain confidence and self-efficacy while playing these games. Math interactive activities can also be highly beneficial for struggling students. The following are just some of the benefits that you can expect from these games and videos:
Customizable according to children’s needs
While it is true that the subject of math is not fun for everyone, most young people struggle with it. Technology, especially mobile devices, can help make this subject more manageable for children. There are many ways to customize learning experiences for children and youth, such as letting them watch instructional videos on their own devices or by taking quizzes of basic math and unit conversions such as 187 cm in feet and inches that can be taken online. Learning pathways can be customized to suit the specific needs of each child.
In addition to identifying student needs, this technology can help teachers plan lessons based on their students’ learning styles. Video-based lessons can also be used in mathematics classrooms. As a result, these learning environments are customizable to children’s needs, making them more engaging and fun for them.
Usability (anywhere in the world)
One of the biggest challenges facing educators today is how to use math in the classroom. While math is often taught as a pure science, its applications are endless. Beyond the realm of engineering and physics, it can help students understand complex phenomena such as population growth and the spread of disease. For instance, students can use chalk and erasable markers to identify shapes in a pattern.
Promotion of self-efficacy beliefs
The purpose of this study was to investigate teachers’ self-efficacy beliefs in mathematics and the ways in which they can use educational technology. This study was a qualitative research design where the data were collected sequentially through teacher observations during math lessons and surveys of third and fourth grade teachers. The results of the study support the findings of previous research on teachers’ self-efficacy beliefs. They suggest that teachers can use educational technology to support their professional beliefs, especially when used correctly in the classroom.
The relationship between MTE and PCK was examined by assessing pre-service mathematics teachers’ levels of MTA. Pre-service teachers with higher PCK scores had higher self-efficacy beliefs in mathematics. Further, their MTA scores showed greater correlations with their MTE scores. The relationship between MTE and PCK is not direct, but indirect. It is important to remember that teachers with lower self-efficacy in mathematics exhibit less success as math teachers.
Research has shown that teachers with low self-efficacy often avoid challenging tasks. They perceive these tasks as beyond their abilities. As a result, they focus on limitations and the consequences of failure. These teachers often lose their confidence in their abilities and fail to plan for their future success. As a result, students are not motivated to take part in math activities and become discouraged. In addition, low self-efficacy can also affect teachers’ performance.
Developing the ability to solve problems by implementing technology in the classroom can help students’ self-efficacy. In addition to increasing students’ confidence, technology can help educators make the process more fun and rewarding. By using technology in math classes, teachers can help students develop a sense of self-efficacy in their students. The self-efficacy of their students will be improved when the learning environment is designed to maximize learning potential.
This study aims to fill the gaps in our understanding of the impact of teachers’ self-efficacy beliefs on their students. The findings suggest that teacher self-efficacy can be a key factor in student success. It also suggests that teachers can help students build confidence by making them more aware of how technology can improve their self-efficacy beliefs. If teachers have the confidence to use technology in the classroom, they will do so better.
Increases students’ achievement
Increasing student engagement and motivation is one way to boost math learning, but how does one use technology to improve student engagement? New research from Stanford University neuroscientists suggests that visual learning is essential for math. Visual pathways are involved in symbolic number calculations. According to Jo Boaler, director of Stanford Graduate School of Education’s youcubed, making math more visual can make it easier for students to understand and retain concepts.
The study conducted by Topbas and Oztop involved students from kindergarten through college. Other research on the impact of technology on student achievement has been published by Demir ve Basol (2013) and Higgins, Huscroft-D’Angelo, and Crawford (2019). They found that the use of technology in teaching mathematics increased student motivation and helped students achieve higher academic performance. However, these results are only indicative of the general trend, and more research is needed to confirm the findings.
While using technology for mathematics teaching is not a bad idea, there are some drawbacks to it. Some studies show that it can increase stress and fear in students, and send a misinformed message to students about the nature of mathematics. For example, students should learn to think deeply, connect mathematical ideas and patterns, and create connections. The use of technology in teaching math is also counterproductive to the traditional teaching model of mathematics, which relies on memorization and is not conducive to deep learning.
However, it is possible to improve student achievement when teaching math through technology. While there are some drawbacks, technology can help schools to deliver standardized quality content to students at scale. With a few tweaks, technology can increase student achievement in math.
Increased accessibility to technology allows students to access tailored content and supports based on their specific learning styles and preferences. Unlike traditional teaching methods, students can access online content at their own pace and choose the appropriate next step after viewing the content. In this way, technology improves student achievement by facilitating critical thinking and problem-solving. The possibilities for improving learning and teaching are nearly endless. So, teachers must learn how to use technology effectively to improve mathematics instruction.