Scaffolding Math with Spreadsheets

"Scaffolding Math with Spreadsheets"

Niess, M. (2005). Scaffolding math learning with spreadsheets. Leading and Learning with Technology, 32(5), 24-25 and 48.

Questions
1. What are some of the Pros and Cons of scaffolding a math class with computer learning like this? Do you support the idea or not? and what are your the reasons why.
2. What is an example of another way to scaffold a math class using technology?

Answers
1. The pros of using technology to scaffold a math class are that the students can learn about how to use technology as well as learning the math, it makes the class more focused on the NETS-S, and technology can often be used to compute and model math problems that would be either tedious or impossible to do by hand. The cons of using this method of scaffolding are that students have to split their attention between learning the math and learning to use the computers, some students may have trouble because they understand the math but not the computers or vice versa, and you have to make sure that all of the students have access to the computers, and you have to be ready to handle the inevitable technical difficulties of using technology.

Personally I think that scaffolding math with a program like spreadsheets is not worth it in a math classroom. The students then have to worry about learning to use the technology and learning the math and I think that will have some negative effects on overall learning. It is also difficult to get access to computers and to keep students focused on the task at hand and not using the computers for other purposes.

2. Another way that I have seen technology used to scaffold math is with programs that can graph functions. I would consider using this kind of technology as a visual aide for students to see what particular functions look like and some of the relationships between them. However this would be just me (the teacher) using the technology and then projecting the screen rather than having the students each make their own Individual graphs.