Challenges and Benefits Those New Technologies Bring to Teaching Mathematics


Technology is not a new concept to mathematics. As technology continues to advance, computer-assisted or computer based instruction is becoming an integral part of higher education. In online education, technology replaces some or all of the face-to-face interactions, with self-paced content that is delivered through an online system. This new situation requires new approaches and new pedagogical methods of teaching math. The bottom line is clear, there is overwhelming evidence that technology can make a difference, but is it the answer to our math education difficulties? Our answer is “yes” but with a very careful balance between teaching strategies developed by experienced teachers, and use of technology to match the strategies. Our research is based on the mediated-learning model. This model is defined as a learner-centered model of technology-mediated instruction (Gifford, 1996). The assessment of technology in education is challenging because measuring learning is difficult and, with many confounding factors, it is hard and sometimes impossible to attribute learning to any one element. In our paper, we demonstrate a combination of regular online content put on the eCollege platform with Class Live Pro interactive lectures and publisher-developed websites MyMathLab (Pearson) and WebAssign (Cengage). Results of 5 years of utilization for different courses like Calculus, College Algebra and Trigonometry, and Probability and Statistics will be presented. Best practices and recommendations will be given based on our own experience, along with results of other research.

Author Information
Nina Stankous, National University, USA
Martha Buibas, National University, USA

Paper Information
Conference: ACEID2015
Stream: Technology enhanced and distance learning

This paper is part of the ACEID2015 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window

Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon