| In the wake of remarkable advances in the computational power of hand-held calculators and the availability of numerous mathematics software programs, many teachers have become increasingly uncertain how they can best use this added power to enhance student learning. Important questions have arisen: To what extent and at what level should technology be used in teaching mathematics? To what degree should technology be allowed to redefine the mathematics curricula? When does the use of technology in the classroom become a hindrance to student learning?; This thesis examines recent developments in mathematics pedagogy and the dominant role calculators and computers have assumed within the mathematics curricula. In Chapter 1, the author takes a broader view of the influence of technology on society and education. In Chapter 2, the author gives his primary arguments against using calculators and computers in the classroom to study mathematical ideas for the first time. In Chapter 3, the author analyzes the technology-driven emphasis on data processing over ideas and the relative importance of graphical forms. And finally, in Chapter 4, the author presents his recommendations. |
