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    Current technology used to teach self guided Math

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    I have had great success teaching math using computers. I find that you can track the progress of each student using individual pass codes to see how well they are mastering each concept. Many programs and dvds have a data collection resource, and each student should have a one to one time with the instructor regardless of whether they are having trouble with concepts or not. Students seem to understand concepts better when they are allowed to work silently and anonymously. Students who are highly skilled can keep other students with math troubles from speaking out. This method protects the privacy of those who really need individual help without the humiliation of peers knowing where fellow students are not excelling well.

    Links provided in the problem solution to illustrate my points.

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    https://brainmass.com/education/technology-in-the-classroom/current-technology-used-to-teach-self-guided-math-450838

    Solution Preview

    Hello again. I am glad to help you start solving this.

    first, a few links.

    http://www.math-videos-online.com/teaching-math-through-computers.html

    http://blog.ted.com/2010/11/15/teaching-kids-real-math-with-computers-conrad-wolfram-on-ted-com/

    I have had great success teaching math using computers. I find that you can track the progress of each student using individual pass codes to see how well they are mastering each concept. Many programs and dvds have a data collection resource, and each student should have a one to one time with the instructor regardless of whether they are having trouble with concepts or not. ...

    Solution Summary

    This topic deals with the current technologies used to help students at all levels learn math at their own pace. Using new computer technologies, teachers can allow for self guided learning and also check the data for each student who signs into the Math program. Adjustments can be made using the data for each student to target areas of need and areas of mastery.

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