Computer Use to Engage Students in Math Learning

The following review of the literature pertains to the topic of computer use to engage students in mathematics learning. The research question used to guide this review is as follows: How does the use of computers engage students to learn mathematics? The following topics are included in the discussion: introduction to the importance of computer use, why and how teachers need to observe this computer use, and student variables such as student computer time and tasks, student attitudes and interest in computer use, student computer time and tasks, and student skills acquired from computer use. This presentation is followed by a conclusion.

Skinner (1997) reported that according to a 1992 report by the International Educational Association, computers are found to be more widely used in elementary schools compared to middle and high schools. In fact the use of these computers for academic subjects tends to decrease from elementary school on. However Internet connections have assisted in the growth of the use of computers in the classroom. Mathematics and English classes are the most likely to use computers and this is followed by science and social-studies classes where computers are used around half as much.

Examples of computer programs used include Reader Rabbit's Math which is a program that is technically strong. For the time-section the student can move the hands

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achers need to use computers effectively in the classroom. Halpin (1999) reported results of a study which surveyed 73 pre-service teachers completing an elementary methods course. Computer skills were assessed and teachers entered a methods course. How technology was used as an instructional tool for mathematics and science learning was assessed. Findings showed that integration of technology was increased when teachers were trained. Methods courses increased teacher's ability and likelihood to transfer computer skills into their classrooms. It was concluded that teachers need to fit the computer into the curriculum rather than the reverse, computers need to be used as professional and personal tools, and computers must be used in the learning of subject matter. These guidelines help the teacher use technology in the classroom in an effective manner. Student Variables Student Attitudes and Interest in Computer Use Amico, Baron, and Sissons (1995) studied gender differences in attitudes and interest in computer use. The authors noted that previous studies have shown that young children tend to attribute success or failure to ability which is beyond their control. These attributions may be a product of previous experi
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Some common words found in the essay are:
Baron Sissons, Students Web-review, McDonald Hannafin, Math Learning, Rabbit's Math, Standards Learning, Educational Association, Computing Education, Classrooms Tomorrow, School Butzin, computer games, computer tasks, elementary school, amico baron sissons, baron sissons, sissons 1995, amico baron, baron sissons 1995, mathematics learning, student computer tasks, butzin 2001, student computer, attitudes computer, becher 1999 computer, reader rabbit's math,
Approximate Word count = 1587
Approximate Pages = 6 (250 words per page)

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