Selected Research on Theories of Mathematics and Educational Technologies: An Annotated Bibliography Introduction The purpose of this bibliography is to gather

various resources that discuss and analyze mathematics and the use of educational technologies in the classroom. It focuses on learning theories as they pertain strictly to mathematics and other learning theories that change or are suggested when incorporating educational technologies into those math classes. This bibliography also focuses on the most effective learning theories for math and how educational technologies can help or hinder those theories when applied into the classroom. Lastly, it focuses on learning theories that have been applied to mathematics and educational technologies and the successes or failures that have come from those theories. Entries Betne, P. & Castonguay, R. On the role of mathematics educators and librarians in constructivist pedagogy. Education 129, no. 1 (Fall 2008): 5679. This article is the results of a study done at LaGuardia Community College to see the usage of technology in mathematics students and to see the library skills they possess. The study also had the students identify, or prove the lack thereof, of the mathematic services that the library has or should offer to its students. The study showed that for math students, the library had very few things to offer including in the technological field. Many of the resources were outdated or ineffective for the math students to use. Betne and Castonguay use this study to prove the need for a new pedagogical model that integrates technology with teaching whether it is web-based, communication, or mutli-media projects presented by the students. The authors do A good job pointing out that many libraries are efficient for many great things but some areas are lacking, such as mathematics. Many do not think of mathematics and the library, but with education pushing and moving towards the integrated use of technology the need for more for the mathematics students in libraries is needed. The library is no longer a place just for reading or books, technology and many other things have become a mainstay. Boaler, Jo. Mathematical modeling and new theories of learning. Teaching Mathematics and Its Applications 20, no. 3 (September 1, 2001): 121128. This article focuses on a case study done to prove that mathematical learning needs to expand beyond just learning the information into a classroom where the students are the teachers and the teachers are facilitators. The study had one group learn in the traditional classroom format with a teacher at the front of the room teaching from a textbook. The other group learned from open-ended projects with the teachers facilitating while the students taught each other. I found this very interesting because the state of Idaho has recently started to require math teachers to take a Math Thinking Initiative class would like the teachers to start applying what they have learned into their own classrooms. The Initiative is exactly like the second group in the case study. The class taught teachers how to become more of a facilitator and allow the students to learn from each other and from projects more than from the teacher and a textbook. After taking

the class and reading this article I believe that the second group is the future of mathematical teaching and success for future students to succeed in mathematical thinking and application as they move from the classroom into the real world. Carraher, D. & Schliemann, A. (2000). Lessons from everyday reasoning in mathematics education: realism versus meaningfulness. In Jonassen, D. & Land, S. (Eds.), Theoretical foundations of learning environments (pp.173-195). Lawrence Erlbaum Associates, Inc. In the Carraher and Schliemann chapter, they focus on mathematics in the classroom and in the real world. They talk about how uneducated people can perform high levels of math as it applies to their livelihood even though when placed in a classroom setting, the same people struggle to perform even the basic math skills and concepts. I do believe that they have a good point about real world math and classroom mathematics. The chapter also shows examples of technology being used in the classroom for math students. It shows how teachers can use the technology as a help not as a replacement. It offers three different examples, at different ages, of technology helping the math students learn as the teacher facilitates. One concern I have with these technologies is that it would be hard to use them the higher levels of math you get. As I looked at them I had a difficult time even understanding what the learners were supposed to be getting out of using the program. Craig, D. (2000). Technology, math, and the early learner: models for learning. Early Childhood Education Journal, 27(3), 179-184. Retrieved March 12, 2012, from ProQuest Central. (Document ID: 2142426351). This article focuses on technology and math in preschool learners. Many times we are focused just on secondary and higher education that the elementary and early education is completely overlooked especially when it comes to math and technology. More and more programs are offered through educational technology and elementary students are learning how to access a computer and the internet. Looking even earlier than elementary can give some help and tips to help students as they move into the elementary grades. One thing I have noticed as a secondary math teacher, if a student had an elementary teacher that cared very little for math or science, and then the student learned to hate it or never got enough time devoted to it. This article is even more interesting because it looks at those preschool students and what they can learn, what they should learn and how they learn in regards to technology and math. One thing the author points out is that if the student has a good foundation of learning then they are more often prone to success in later years. The author does a good job talking about the models of learning that have worked for those preschool students and how those models have helped in regards to technology and math. Hsu, H. & Wang, S. Using gaming literacies to cultivate new literacies. Simulation & Gaming 41, no. 3 (June 1, 2010): 400417. Gaming in the classroom has just recently started to get more real attention and the focus of gaming as an educational technology tool has become a great debate. This article discusses the similarities and differences between new learning models and the gaming model. The article also presents examples of using gaming in the classroom and the effects of it compared to other

learning modes. The article also focuses on how gaming can help scaffold student learning and help introduce or conceptualize theories or principles in the classroom. Many teachers believe that gaming has no place in the classroom and that there is no learning value to it. But, if we look deeper we can use what the students love to do and use that to help facilitate more learning and student-centered discovery within the classroom. I believe that gaming could really help students and take off as a great educational tool for the teacher to use to help the students learn and internalize what they are being taught, while they are playing. Gaming also allows the students to practice what they are learning in various forms and in different applications, helping teachers focus on those that actually understand the principles compared to those that are just parroting what they are seeing. With more research and studies being done, I believe that gaming will come to be an important piece to the classroom learning environment. Karagiannis, P. E-learning technologies: employing Matlab web server to facilitate the education of mathematical programming. International Journal of Mathematical Education in Science & Technology 37, no. 7 (October 15, 2006): 765782. This article is dedicated to one specific math program that is trying to help facilitate math learning in the classroom. This program is built to be a resource and help to the teacher as the teacher facilitates learning theorems. It is not meant to stand alone and teachers should help guide the students and not just send them out into the unknown. Not only is this an educational tool but it is all web-based. The program is slowly being integrated into secondary education after having much success at the higher education level. The program is not limited to a certain set of algorithms but is one of the most extensive math programs offering many levels and expanding algorithms. The program looks like it could be a great benefit and help to those that use it. One concern would be cost and if there could be an overload of the server if too many students log on at once. It would be interesting to delve deeper into this program and see what it all has to offer. Karen Van, G., Morton, B., Liu, H., & Kline, J. Effects of web-based instruction on math anxiety, the sense of mastery, and global self-esteem: A Quasi-Experimental study of undergraduate statistics students. Teaching Sociology 34, no. 4 (October 1, 2006): 370388. This article took groups of students that experience math anxiety, low self-esteem, and low sense of mastery and added various forms of web-based instruction to see if that helped any of the students. After the study was done, they found that many of those that could use Blackboard instead of just face to face learning had lower math anxiety. Those that participated in a class with participation in discussion boards as a requirement saw a higher level of self-esteem. They also noticed that mastery levels did not change significantly for those use web-based instruction compared to those in a face to face environment. One thing that I found very interesting is that the authors suggested testing the web-based instruction in various settings and populations before just immediately jumping into it. I found that interesting because instead of just pushing their product or idea, the authors actually want the program to work in whatever environment that is looking into before having the program completely replace what already exists. The authors have an open mind to realize that this might not be feasible or realistic in every situation. I appreciate their willingness to realize this. Most people are just so focused on their product that they do not care or worry about whether it works in different situations. From experience in my

own classroom I can see why some of these things work for students, especially when focusing on math anxiety, self-esteem and a sense of mastery. Semple, A. Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal 46, no. 3 (2000): 21. This article focuses on the three main learning theories: behaviorist, cognitivist, and constructivist and how each one affects educational technology. Many people are debating whether educational technologies really are changing the landscape of learning theories at all. This article shows ways that educational technology affects and can change a learning theory. By taking a in depth look at all three learning theories we get a better idea of the affects that educational technology is having on learning and the theories behind it. By knowing what learning theory our students are in and by knowing how educational technology affects those theories, teachers can better use technology in their classrooms and use it as a help and not a hindrance. The author acknowledges that by actually knowing the ways that educational technology can help certain types learning, teachers do not have to try and come up with creative ways to use computers. The technologies will already be set up and ready to offer learning opportunities in the different learning theories themselves. I found this very interesting because most of what I have read focuses only on the constructivist theory of learning when applying learning theories to educational technology. This article does a good job discussing the ways that educational technology can benefit and enhance all three learning theories, no matter which one is best applicable to the classroom environment. Sinn, J. (1995). Technology-based math and science applications. Technology Teacher, 55(2), 16. In this article Sinn focuses on the need for appropriate education for teachers before they shove technology at their students. Once teachers are given adequate instruction and amble time to get used to the technology then the technology should be placed in the classroom. He discusses the types of technologies that should be placed in math and science classrooms. His focus is on real world applications and programs that help to nurture mathematical and scientific skills that include technology, quality, and productivity. He also points out that the world is becoming extremely dependent on technology and our children now need to have sufficient skills using technology to solve and understand problems to be an active participant in society. I believe that he is right about technology and the importance of children learning how to correctly use and integrate it into their lives and learning processes. I also believe that teachers need time to get used to a new technology before thrusting it about a class, otherwise I have seen great technologies pushed to the side because of fear of the unknown. Literature Cited Betne, Prabha, and Remi Castonguay. On the role of mathematics educators and librarians in constructivist pedagogy. Education 129, no. 1 (Fall 2008): 5679. Boaler, Jo. Mathematical modeling and new theories of learning. Teaching Mathematics and Its Applications 20, no. 3 (September 1, 2001): 121128.

Carraher, D. & Schliemann, A. (2000). Lessons from everyday reasoning in mathematics education: realism versus meaningfulness. In Jonassen, D. & Land, S. (Eds.), Theoretical foundations of learning environments (pp.173-195). Lawrence Erlbaum Associates, Inc. Craig, D. (2000). Technology, math, and the early learner: Models for learning. Early Childhood Education Journal, 27(3), 179-184. Retrieved March 12, 2012, from ProQuest Central. (Document ID: 2142426351). Hsu, Hui-Yin, and Shiang-Kwei Wang. Using gaming literacies to cultivate new literacies. Simulation & Gaming 41, no. 3 (June 1, 2010): 400417. Karagiannis, P.Markelis. E-learning technologies: employing Matlab web server to facilitate the education of mathematical programming. International Journal of Mathematical Education in Science & Technology 37, no. 7 (October 15, 2006): 765782. Karen Van, Gundy, Beth A Morton, Hope Q Liu, and Jennifer Kline. Effects of web-based instruction on math anxiety, the sense of mastery, and global self-esteem: A Quasi-Experimental study of undergraduate statistics students. Teaching Sociology 34, no. 4 (October 1, 2006): 370 388. Semple, Anne. Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal 46, no. 3 (2000): 21. Sinn, J. (1995). Technology-based math and science applications. Technology Teacher, 55(2), 16.