Nathaliedamaso 2014

Integrating Math and Technology: Transforming Attitudes and Learning Outcomes
Nathalie Damaso California State University, Sacramento Introduction

The transition from the current state standards to Common Core State Standards (CCSS) focuses on conceptual development of math skills in the middle school grades. CCSS for math focus on constructing math knowledge through rigorous content and are aligned with college and career expectations. Technology allows students to be stakeholders in their educations and learning processes. Integrated technology enables educators to implement a system that enhances the students math experience by providing strategies that can be utilized in the class. Integrating technology and math is important to develop a methodology to make the students feel comfortable with the transition from state standards to the CCSS. Using technology in the classroom will improve students shortages in foundational math skills and build conceptual skills. In turn, it will make their attitude in math a more positive one increasing student engagement and achieving higher learning outcomes.
Method
The students used an educational app called Socrative with the iPads where they received teacher-developed math assignments. These data-driven activities are aligned with the CCSS for Math with a focus on the Standards of Practice and include real-world and work related questions where the students apply their math knowledge. The learners had to make sense of and persevere in the problems. By using Socrative on iPads, the students were able to analyze their answers and illustrate their understanding with models and explanations. All students in this particular 6th-grade classroom took the pretest and posttest. The student participants received 30 minutes of technology time 2 days a week to address math needs as determined by the pretest. At the beginning of week 1, the group took a pre-test, Benchmark Practice 1 Math and Attitude Pre-Survey, to determine the students baseline data. At the end of week 6, the students took Benchmark Practice 2, Attitude Post-Survey and Questionnaire to see if technology impacted their learning in math as well as their attitudes.
Discussion
In the first research question, the researcher asked about the transformation of student attitudes towards the integration of math and technology. The student participants displayed an evenhanded attitude toward math and technology integration.. This experience allowed the students to participate in a new way of thinking and understanding math, however, if a student is struggling with foundational math skills or mathematical literacy, it would be difficult for that student to approach the questions posed in Socrative because they were CCSS Math based. Regarding the transformation of attitudes towards math with technology integration. ELLs have shown that they develop an indifferent temperament towards math. ELLs revealed that even though they struggled in understanding the math concepts, they were willing to put forth their best effort. Since CCSS for math has a language demand, students who are still mastering the English language will have a disadvantage from the start if the educators do not provide ELLs the necessary language support. The third research question focuses on the ability of technology integration and math to produce higher learning outcomes through assessments.. The students used iPads and the educational app, Socrative, to develop their skills in math. Math instruction was taught daily in the 6thgrade classroom. The researcher could not pin point, through quantitative or qualitative data, that technology integration influenced the students who increased in their learning outcomes.
Results
Benchmark Practice Results
Benchmark Practice for Math
100 90 80 70 60 50 40 30 20 10 0 1 3 5 7 9 11 13 15 17 19 21 23 Student Participants 45 40 35 30 25 20 15 10 5 0 1 2 3 ELLs 4 5 6 Benchmark Percentages Benchmark Percentages
Benchmark Practice for Math
Benchmark Practice 1 Benchmark Practice 2
Benchmark Practice 1 Benchmark Practice 2
Attitude Pre-Survey
Attitude Pre-Survey Student Responses
Pre-Survey Statements Pre-Survey Statements Could you tell what doing mathematics means to you? It does not mean anything, it is nonsense. When confronted with a problem, I want to give up right away.
Strongly Disagree Disagree Neutral Agree Strongly Agree
Attitude Pre-Survey ELL Responses

Could you tell what doing mathematics means to you? It does not mean anything, it is nonsense. When confronted with a problem, I want to give up right away.
Research Questions
1. Will math and technology integration in the classroom, using Socrative, transform students attitudes toward math in a 6th-grade classroom? a. Will English Language Learners attitudes toward math transform in a 6th -grade classroom? 2.Will math and technology integration produce higher learning outcomes through assessments in a 6th -grade classroom?
(
I feel comfortable in 6th grade math. 0 2 4 6 8 10 Participant Responses 12
I feel comfortable in 6th grade math. 0 1 2 ELLs 3 4
Attitude Post-Survey
Attitude Post-Survey Student Responses
When solving math problems, if I can't find the solution, I feel defeated. When confronted with a problem, I don't want to give up right away.
Attitude Post-Survey ELL Responses

When solving math problems, if I can't find the solution, I feel defeated. Post-Survey Responses
Post-Survey Statements
When confronted with a problem, I don't want to give up right away.
Future Research
Which educational apps would be most useful for teachers of various technology levels? Developing technology integrations effectiveness for students growing in a digital world is important in preparing them to be college and career ready.
Math challenges me and I enjoy it. 0 2 4 6 8 Participant Responses 10
Math challenges me and I enjoy it.
2 ELLs
Post-Attitude Questionnaire
At the end of the 6-week innovation, the participants were given a questionnaire. The questionnaire consisted of 10 questions that focused on the participants temperament toward math and technology.

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Integrating Math and Technology: Transforming Attitudes and Learning Outcomes

Nathalie Damaso California State University, Sacramento Introduction

Benchmark Practice for Math

Benchmark Practice 1 Benchmark Practice 2

Benchmark Practice 1 Benchmark Practice 2

Attitude Pre-Survey ELL Responses

I feel comfortable in 6th grade math. 0 2 4 6 8 10 Participant Responses 12

I feel comfortable in 6th grade math. 0 1 2 ELLs 3 4

Attitude Post-Survey ELL Responses

When confronted with a problem, I don't want to give up right away.

Math challenges me and I enjoy it. 0 2 4 6 8 Participant Responses 10

Math challenges me and I enjoy it.

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