CHAPTER 1

CONCEPTUAL FRAME WORK

1.1. INTRODUCTION

Throughout the previous 20 years innovations in technology affect the entire

world, and as a part of this world the field of education. Starting from early years, the
utilization of technology in learning-teaching processes has been widespread. In
mathematics learning processes where standards of the constructivist learning
approach were adopted, technology is by all accounts an essential part. And
computers are one of the most vital devices that can be utilized as a part of learning
and teaching procedures. Research shows that computer technology can help support
learning, and that it is particularly valuable in building up the higher-order skills of
mathematical thinking, analysis and scientific analysis.

Deciding the real impact of computer use on math literacy and mathematical
problem solving could be a standout amongst the most intriguing exploration
challenges in the twenty-first century. Problem Solving is not only an objective of
mathematical learning. Students gain various ways of thinking, habits of persistence
and curiosity and confidence in unfamiliar situations by learning to solve problems.
Indeed, there were students who experienced issues in solving problems. The students
were simple problem solvers. Problem solving is an activity with an extensive variety
of mental procedures and skills when reached the correct conclusion. A person with
the propelled problem-solving skills can adequately utilize knowledge and can easily
solve the issues experienced.

When students think fundamentally in mathematics, they make contemplated

choices or judgments about what to do and think. In other words, students consider
the criteria or grounds for a mindful choice and do not just figure or apply a rule
surveying its pertinence. For instance, instead of guiding students to use a specific
technique to solve a relegated problem, the teacher works with them to recognize
different procedures and to create criteria for picking an appropriate system from
among the alternatives.

1
1.2. MATHEMATICS

Mathematics is the investigation of the measurement, relationships and

properties of amounts and sets, using numbers and symbols. Arithmetic, algebra,
geometry and calculus are branches of mathematics. Mathematics is used all over the
world as a basic apparatus in numerous fields, including natural science, engineering,
medicine, finance and the social sciences.

Applied mathematics, the branch of mathematics concerned with the use of

mathematical knowledge to other fields, moves and makes use of new mathematical
discoveries, which has prompted the advancement of completely new mathematical
disciplines, such as statistics and game theory. Mathematicians additionally take part
in pure mathematics or mathematics for its own particular purpose, without having
any application in mind. There is no clear line isolating pure and applied mathematics
and practical applications for what started as pure mathematics are frequently found.

M- Master, A- Accuracy, T- Talent, H- Hard work, E- Efficiency,

M- Minuteness, A- Adventurous, T- Time Management, I- Ideas,

C- Confidence, S- Sensible and Smartness.

1.2.1. MEANING OF MATHEMATICS

―Mathematics is a systematized sorted out and correct branch of science‖. It is

both a fruit-bearing and light-bearing subject. It can be considered as the science
managing numbers, shapes and estimations. To a normal man, it is simply the art of
computations or the mysterious science of manipulations.

Experimentally, in its simplest form, mathematics may be characterizedas a

logical study of space quantity and many related ideas. All the more thoroughly, ―It
may be characterized as an unique science, which researches inductively – deductives
the conclusions, inferred in the rudimentary idea of spatial and numerical relations‖.

It has additionally been considered as the science of logical thinking and

systematic reasoning. Since its inferences, results and conclusions are based on a
definite process of logical thinking and reasoning, it is additionally called the science
of fundamental conclusions.

2
1.2.2. AIMS OF MATHEMATICS EDUCATION

i. Utilitarian or practical aims

The following are the practical aims of teaching mathematics.

 To empower the students to have clear thoughts about number concept.

 To give the individual and understanding of ideas and tasks in number and
amount required in daily life.

 To empower the learner to make fitting approximations.

 To enable the student to understand the concept of ratio and scale drawing,
read and interpret graphs, diagrams and tables.

 To enable the person to apply his mathematics to an extensive variety of

issues that occurs in daily life.

ii. Disciplinary Aims

The teaching of mathematics intends to understand the following disciplinary aims.

 To give openings that empower the student to exercise and discipline

intellectual faculties.

 To help the student in the intelligent utilization of thinking power.

 To create productive and innovative faculties.

 To build up the reputation through deliberate and systematic habits.

 To bring up the student to be unique and innovative in thinking.

iii. Cultural Aims

The cultural aims can be summarised as follows;

 To empower the pupil to appropriate the part played by mathematics in the

culture of the past and keeps to play in the present world.

 To build up the student to appreciate the role played by mathematics in

protecting and transmitting our social conventions.

3
  To enable the students investigate innovative fields such as art and
architecture.

 To make the student aware of the strengths and virtues of the culture he has
acquired.

iv. Social Aims

The essential social aims of teaching mathematics are as under;

 To build up the individual attention to the mathematical principles and

operations which will empower the person to comprehend and participate in
the general social and economic life of his group.

 To help the pupil to obtain social and moral values to have a productive
existence in the general public.

 To help the pupil in the development of social laws and social request
required for social concordance.

 To enable the student interpret social and economic phenomena.

 To empower the student to acknowledge how mathematics adds to his

understanding of natural phenomena.

All these aims are extremely wide and general in nature without having any
essential relationship to the educational programs and the day to day classroom
exercises what is more vital for a teacher is to have clear and particular aims which
are achievable and measurable for his teaching.

1.2.3. OBJECTIVES OF THE MATHS EDUCATION

At various circumstances and in different cultures and countries, mathematics

education has endeavored to accomplish a wide range of different objectives. These
goals have included:

 The teaching and learning of fundamental numeracy abilities to all students

 The teaching of practical mathematics (arithmetic, elementary algebra, plane

and solid geometry, trignometry) to most pupils, to prepare them to take after
an exchange or art

4
  The educating of conceptual mathematical ideas (for example, set and
function) at an early age

 The teaching of suitable parts of mathematics (such as Euclidean geometry) as

an example of an axiomatic system and a model of deductive reasoning

 The teaching of selected areas of mathematics, (such as calculus) for instance

of the scholarly accomplishments of the cutting edge world

 The teaching of advanced mathematics to those pupils who wish to take after a
vocation in Science, Technology, Engineering, and Mathematics (STEM)
fields.

 The teaching of heuristics and other critical thinking systems to take care of
non-routine issues.

1.2.4. METHODS OF MATHEMATICS EDUCATION

The technique or strategies utilized as a part of a specific setting are generally

determined by the aims that the relevant educational system is endeavoring to
accomplish. Methods of teaching mathematics include the following:

 Conventional approach: The steady and methodical directing through the

order of mathematical notions, ideas and techniques. Begins with arithmetic
and is trailed by Euclidean geometry and elementary algebra instructed
simultaneously.

 Classical education: The teaching of mathematics within the quadrivium,

some portion of the classical education curriculum of the Middle Ages, which
was typically in view of Euclid's Elements Instructed as a worldview of
deductive thinking.

 Rote learning: The teaching of mathematical outcomes, definitions and ideas

by reiteration and memorisation regularly without meaning or supported by
mathematical reasoning. A derisory term is drill and kills. In customary
education, rote learning is used to educate multiplication tables, definitions,
formulas, and other aspects of mathematics.

5
 Exercises: The fortification of mathematical abilities by finishing substantial
numbers of activities of a similar type, such as including vulgar fractions or
solving quadratic equations.

 Problem solving: The development of mathematical ingenuity, inventiveness

and heuristic thinking by setting students open-ended, unusual, and sometimes
unsolved problems. Problem solving isutilized as a way to fabricate new
mathematical knowledge, commonly by expanding on students' earlier
understandings.

 New Math: A strategy of teaching mathematics which centers on theoretical

ideas, like set theory, functions and bases other than ten. Adopted in the US as
a reaction to the challenge of early Soviet technical superiority in space, it
started to be challenged in the late 1960s.

 Historical method: Teaching the advancement of mathematics within a

historical, social and cultural setting. Gives more human interest than the
regular approach.

 Standards-based mathematics: An idea for pre-college mathematics

education in the US and Canada, concentrated on developing students
acceptance of mathematical ideas and techniques are formalised by the
National Council of Teachers of Mathematics which made the Principles and
Standards for School Mathematics.

 Relational approach: Uses class subjects to solve regular problems and

relates the theme to current occasions. This approach focuses around the
numerous uses of math and enable students to understand why they need to
know it as well as helping them to apply math to real-world circumstances
outside of the classroom.

 Recreational mathematics: Arithmetic problems that are fun can encourage

students to learn mathematics and can expand satisfaction in mathematics.

 Computer-based math an approach based on the utilization of mathematical

software as the essential tool of calculation.

6
1.2.5. MATHEMATICS AND ITS PLACE IN SCHOOL CURRICULUM

Mathematics is the noblest and the correct science created by human. It is the
premise of all scientific activities. No science is conceivable without mathematics. It
is the door and key to all sciences and the fundamental instrument for all scientific
research. The subject is exceptionally helpful from the practical perspective. It is
fundamentally important. No science, art or profession can prevent mathematics from
playing an important part in it. Indeed, even in the ordinary exchanges of life, there
are ideas such as ratio, proportion, average, area, volume, interest, stocks and shares
and insurance which need mathematical aptitude for understanding and problem
solving.

Qualitative and quantitative viewpoints describe each and every phenomenon.

Only mathematical treatment can help us to contemplate the quantitative angle which
in its turn helps qualitative grasp of the phenomena. Nowhere else we get such a
variety of the reasoning procedure as in mathematics.

A mathematics students build up his ability to sum up from given statements,

critical observance of facts, establishing relationship and to make refinement between
the useful and the irrelevant focus on issues, imagination for abstract ideas, functional
thinking, systematic organisation and interpretation of data, reaching appropriate
results through appropriate and logical reasoning convergent and divergent thinking,
symbolic expression and preservance, self-confidence, self-reliance, reverence for
truth and characteristics like evaluating and analysing the outcomes.

Thus mathematics encourages the student to train the mind and to develop
significant habits and attitude in him.

1.2.6. FIELDS OF MATHEMATICS

Mathematics can, comprehensively, be subdivided into the study of quantity,

structure, space and change. In addition to these primary concerns, there are also
subdivisions committed to investigating links from the core of mathematics to
different fields: to logic, to set theory (foundations), to the empirical mathematics of
the various sciences (applied mathematics) and more recently to the rigorous study of
uncertainty.

7
1.2.7. PURE MATHEMATICS

 QUANTITY

The study of quantity begins with numbers, first the recognizable natural
numbers and integers ("whole numbers") and arithmetic operations on them, which
are portrayed in arithmetic. The more profound properties of integers are considered
in number theory, from which come such popular outcomes as Fermat's Last
Theorem. The twin prime conjecture and Gold Bach‘s conjecture are two unsolved
problems in number theory.

Real numbers are summed up to complex numbers. These are the initial steps
of a hierarchy of numbers that goes on to include quaternions and octonions.
Consideration of the natural numbers also leads to the transfinite numbers, which
authorize the idea of "infinity".

Natural Rational Real Complex

Integers
number numbers numbers numbers
s

 STRUCTURE

Various numerical objects, likes etc. of numbers and functions, display

internal structure as a result of operations or relations that are expressed on the set.
Mathematics then studies characteristics of those sets that can be defined in terms of
that structure; for example, number theory studies properties of the set of integers that
can be defined in terms of mathematic operations. Hence, one can study groups, rings,
fields and other abstract systems; together such studies (for structures defined by
algebraic operations) constitute the area of abstract algebra.

8
 Number Group Graph Order
Combinatory Algebra
theory theory theory theory

 SPACE

The learning of space begins with geometry – specifically, Euclidean geometry.

Trigonometry is the part of mathematics that deals with connections between the sides
and the angles of triangles and with the trigonometric functions; it joins space and
numbers, and envelops the widely-known Pythagorean Theorem. The new learning of
space sums up these thoughts to add higher dimensional geometry, non-Euclidean
geometries and topology. Convex and discrete geometry were created to tackle
problems in number theory and functional analysis however now are sought after with
an eye on applications in optimisation and computer science. Inside differential
geometry are the ideas of fibre bundles and calculus on manifolds, in particular,
vector and tensor calculus.

Differential Fractal Measure

Geometry Trigonometry Topology
geometry geometry theory

 CHANGE

The thorough investigation of real numbers and elements of a real variable is

called as real analysis, with complex investigation the proportional field for the
complex numbers. Functional analysis centers consideration around(typically infinite-
dimensional) spaces of functions. One of the numerous applications of functional

9
analysis is quantum mechanics. Most of the issues lead normally to relationships
between an amount and its rate of progress, and these are examined as differential
equations.

Differentia Dynamical Chaos Complex

Calculus Vector
l equations systems theory analysis
calculus

1.2.7. APPLIED MATHEMATICS

Applied mathematics deals with mathematical techniques that are generally

utilized in science, engineering, business, and industry. Subsequently, "applied
mathematics" is a mathematical science with particular information. The term applied
mathematics likewise depicts the expert specialty in which mathematicians work on
practical problems; as a work focused on handy problems, applied mathematics
centers on the "formulation, study, and utilization of mathematical models" in science,
engineering, and different regions of mathematical practice.

1.2.8. THREE COMMON ERRORS IN MATH

1. INABILITY TO ANSWER THE QUESTION

Students who don‘t really answer the inquiry are either perusing the inquiry
mistakenly or are only answering part of what the query is requesting. Again and
again, I see students who don‘t give the response to what the question is really asking
for. There are two components to this basic mistake. The first is the point at which the
problem is either a 2 or 3 stage issue; the student answers just the initial segment of
the problem. The second component is when the problem is misunderstood which
means the student either hasn‘t completely understood the problem or uses the wrong
application when solving the problem.

10
2. CARELESS ERRORS

Careless errors are very normal. The response students regularly get from
students when student give them the feedback in regards to their reckless blunders is
"Arrgggh!" As soon as student point out the carelessness, they realize it all of a
sudden and promptly admit that they could have answered the question correctly.

3. IN APPROPRIATE REVIEW / PRACTICE

Have you ever practiced something only to realize you've done it all wrong?
These errors are an immediate consequence of missing parts of a formula or not
exactly using an algorithm effectively while rehearsing for a test which is another
regular blunder.

1.3. INFORMATION AND COMMUNICATION TECHNOLOGY

The generally late change from the term Information Technology (IT) to
Information and Communication Technology (ICT) because of the transformation of
information technology and communication technology has opened up new
challenges for education. Information and Communication Technology, if used in a
proper way, has the ability to generally alter the way in which students learn and
teachers teach. Our instructive organizations cannot afford to ignore the quickening
pace of technological improvement and their part in building an illuminated society of
Information and Communication Technology enabled citizens.

Information and communications technology (ICT) is the equipment and

programming that empowers data to be digitally processed, accumulated and
conveyed. ICT can be used to access, process, manage and present information;
model and control events; build new understanding; and speak with others.

ICT, an interdisciplinary area, centers on furnishing students with the tools to

change their learning and to advance their learning atmosphere. The learning, skills
andbehaviours distinguished for this area empower students to:

 Improve new reasoning and learning abilities that deliver creative and
innovative knowledge

11
  Create more beneficial ways of working and solving problems separately and
cooperatively

 Develop information products that show their comprehension of ideas, issues,

relationships and procedures

 Express themselves in contemporary and socially important ways

 Communicate locally and globally to tackle problems and to share information

 Understand the importance of the utilization of ICT and their social and moral
obligations as clients of ICT

ICT generates the business atmosphere, it supports the achievement of current

enterprises and it gives governments a productive framework. In the meantime, ICT
increases value to the procedures of learning and in the association and administration
of learning organizations. The Internet is a main force for much improvement and
advancement in both developed and developing nations. Countries must have the
capacity to profit by innovative advancements. To have the capacity to do as such, a
unit of experts must be taught with sound ICT foundations, autonomous of particular
PC stages or programming conditions. Innovative improvements prompt changes in
work and changes in the association of work, and required abilities are therefore
evolving. Gaining in significance are the following competencies:

 Critical thinking,

 Generalist (broad) competencies,

 ICT skills empowering master work,

 Decision-making,

 Handling of dynamic circumstances,

 Working as a member of a team, and

 Communicating effectively.

An auxiliary ICT educational modules should add to the working up of groups

of experts with these new competencies. The use of ICT cuts over all parts of
financial and social life. Innovative advancements in ICT are extremely fast.
Technology rapidly becomes obsolete requiring new abilities and information to be

12
aced much of the time. Adaptation is just conceivable when in light of a sound
understanding of the principles and ideas of ICT.

1.3.1. MEANING OF ICT

ICTs refer to the different advancements that upgrade the creation, storage,
processing, communication and dissemination of data. ICTs also refer to the
distinctive frameworks utilized in these procedures, their applications and the various
administrations these foundations support. Generally, the following advancements are
the components of ICTs

 Media of Communication (e.g., radio, television)

 Information machine (e.g. Computers)

 Telecommunications technologies and equipment (satellites, cables, phones)

1.3.2. ADVANTAGES OF ICT

There are numerous advantages asserted for using ICT in classrooms,

foremost among these are that it can

 Raise student accomplishment in all subjects and for all students

 Promote higher-order thinking in order to assess knowledge

 Promote learning for capacity and critical thinking

 Foster collaborative learning

 Raise students‘ inspiration and engagement fundamentally

 Promotes freedom and correspondence since for some, technology may be the
only method they have to communicate with the world around them.

 Provides a multi-sensory way to deal with the teaching of fundamental

abilities and ideas in a variety of contexts and settings.

 Reinforces the idea of "cause-and-effect" and pre-reading and pre-number

ideas.

13
  Can be used to produce and reinforce simple concepts, e.g. matching, sorting
etc. and in addition, basic literacy and numerous skills.

 Facilitates informative circumstances and language advancement.

 Facilitates social communication and provides students a chance to encounter

turn taking and co-operative circumstances.

 Gives inspiring and empowering learning experiences and provides instant

feedback to students' responses.

1.3.3. FEATURES OF ICT

This acknowledgment of the significance of preparing students for our twenty-

first century society with both the certainty and the capacity to utilize new
advancements viably and inventively in each part of their lives as occurring nearby a
developing acknowledgment that the same tools offer the possibility to change
teaching and learning. For instance, teaching students how to investigate a subject on
the web can provide them an essential skill which they may use later on in the future
in both their professional and personal lives. In the meantime, teacher using the
Internet effectively in a lesson can impact positively on the inspiration of students,
teacher students‘ communication, classroom progression and so on, compared with
conventional techniques. We therefore, do need to instruct and survey the essential
skills of word processing, using spreadsheets, Internet browsing, and so on. But at the
same time, there are also various interesting always in which the very use of these
new technologies for learning can have a positive impact on student‘s achievement.
UNESCO is, planning programs, which improve the utilization of ICT in
education for Asia-Pacific Countries.
The objectives are
 Pupils use ICT viably for dynamic learning.
 Connections between educational programs, guideline, and appraisal are
upgraded using ICT.
 Teachers use ICT adequately for professional and personal growth.
 Schools have the limit and ability in using ICT for school improvement
 There is dynamic research in ICT in education.

14
1.3.4. HIGHER-ORDER THINKING AND ICT

The effect of ICT and new advancements is to move the emphasis from
teaching to learning and from the product to the way toward learning. Students should
focus on how and where to get, store and use information rather than to recollect
everything. Powerful teachers will be the individuals who can scaffold learning for
student, and support them in the route of their own learning.

Looked with massive potential data overload as a result f ICT, the thought of a
―lesson‖ or a ―subject‖ may need to change drastically, moving towards a different
kinds of contents of learning taking place additionally and towards and project-based
work, often using primary sources. Teachers are faced with a circumstances in which
their students may know more about ICT than they do, and the notion of increased
student option is opened. Indeed the substance of education program becomes
debatable beyond basic literacy and numeracy. Project-based learning must
encourage learners to decide, encourage exploratory ―what-if‖ questions, actually
need discussion and interaction, and enable a final outcome or solution to be
developed. In particular, the sub stance of education program has increased potential
to give certifiable, real-world learning and materials.

1.3.5. ICT AND EDUCATION

ICT incorporates a different arrangement of innovative devices and assets used

to communicate, and to make, scatter, store and manage data. These advancements
include computers, the web, broadcasting technologies (radio and television) and
communication.

Haddad and Draxler in 2002discoveredno less than five levels of advancements

used in learning: presentation, exhibit, drill and practice, communication, and team effort.

There were times when high cost of hardware, a constrained amount of

developmentally suitable software, restricted assets to research the capability of
computers as a teaching tool, lack of professional skills in making a scope of reaction
modes, lack of training and ability to use the knowledge effectively in computer use
by special educators and parents, and the dread that the practical application of

15
knowledge would outweigh the human aspects of early inventions were all referred as
justification for non-usage of ICT in the classrooms.
Computers are presently more affordable, an extensive variety of formatively
suitable programming is available, and various response modes have been created
which enable any child to operate a computer, ICT is useful to all since students can
control the pace of multi-sensory experience. It empowers social communication.
Unlike people, computers are non-judgmental. ICT is significant to all the students
with disabilities for many years, with considerable success. That is the reason they
prove to be useful for comprehensive instruction, all the more so of students with
passionate and behavioral difficulties.
All administrations expect to give the most exhaustive training feasible for
their residents inside the imperatives of available fund. As a result of the essential
position of ICT in present societies, its influence into secondary schools will be high
on any political agenda. The education system is created to be capable of
accomplishing all over the world. The programme of teacher proficient advancement
relates closely to the ICT curriculum, and especially to the phase of improvement that
schools have reached regarding ICT.
The improvement in broadcast communications has affected massively on the
applications of ICTs and their employments. Telecommunications technologies,
combined with computer technology, have improved system based information and
communication platforms, such as the internet. Telecommunications frameworks
specifically turned into the main thrusts of ICTs; they have the ability to connect
different ICT elements together irrespective of locations and to give a converging
platform for these elements. The joining of the different components of ICTs has
improved advancements in all areas of human exercises.

1.3.6. GLOBAL TRENDS IN ICT

1. Cellular learning: New technology in hardware and software are making

mobile ―smart phones‖ crucial tool.

2. Cloud computing: Applications are increasingly moving off of the stand alone
desktop computer and increasingly onto server farms accessible via the

16
 internet. The venture will be offering the ever present connectivity to access
data sitting within the ―cloud‖.

3. One-to-one computing: The trend in classrooms all over the world is to offer
an information appliance to each learner and create studying environments that
expect usual get entry to to the generation. Whether or not the hardware
worried is one laptop per baby, or – more and more- a net computer, cell
phone or the re-emergence of the table, classrooms ought to provide for the
normal availability of personal mastering gadgets

4. Ubiquitous learning: With the development of more and stronger connectivity

infrastructure and cheaper computers, school systems all over the world are
creating the capacity to offer educational possibilities to students ―anytime,
anywhere‖. This fashion calls for a rethinking of the conventional forty minute
lesson.

5. Gaming: The phenomenal fulfilment of games with a focus on energetic

participation, build in incentives and communication insists that modern
educational strategies are adequate and that academic games could more
efficiently appeal to the interests and concentration of students

6. Personalised learning: Academic systems are more and more investigating using
the era of advancements to better know a student‘s knowledge. This cognizance
changes a pedagogy based totally on student tools – both pros and cons.

1.3.7. THE IMPACT OF ICT ON EDUCATION

1. Faster Communication Speed: News or messages are sent by means of email

to companions, business accomplices or to anybody productively. Any data
can travel fast and an instant. It spares time.

2. Lower communication cost: It is practical than the alternate methods of

correspondence, for example, phone, or courier service. It enables individuals
to approach expansive measure of information requiring little to no effort. The
cost of connection to the internet is moderately modest

17
 3. Reliable method of communication: Computers are reliable. Data could be
used and fetched from anywhere and at anytime. Data can be shared by
individuals. It will add to the improvement of knowledge based society

4. Paperless environment: It created the term paperless environment. This

implies data can be saved and fetched via the digital medium like emails,
online and instant messages instead of paper

1.3.8. IMPORTANCE OF EDUCATION

Education is the procedure of instruction aimed at the all-round advancement

of boys and girls. Education dispels ignorance. Learning incorporates the ethical
esteem and the change of character and the techniques to expand the strength of mind.

Education is a viable instrument not exclusively to quantify the noticeable

change on the students yet in addition to evaluate the showing learning procedures
and which should add to the change of teaching and learning process.

The essential undertaking of education ought to be the improvement of the

individual and the qualities which make an individual to live adequately in a complex
society. The significance of education is fundamentally for two reasons. The first is
that the preparation of a human personality and also makes a man a right
mastermind. It advises man how to think and how to take right decision. The
second purpose behind the significance of Education is that only through the
achievement of education; man is empowered to get all fundamental data with respect
to the present.

1.3.9. MEANING AND DEFINITION OF EDUCATIONAL TECHNOLOGY

Educational technology is most simply and comfortably characterized as a

variety of tools that may demonstrate accommodating in propelling student learning.

(a) Technology

A well known of Industrial technology Paul Sarttler states ―The word

technology dose not necessarily imply the use of machines as many seem to think, but
refers to any practical art using scientific knowledge.‖

18
(b) Role of Technology in Education

Technology of instruction can make a common individual fit for predominant

execution and means, either printed on electronic, to distribute that instruction.

(c) Educational Technology

Educational technology helps to enhance the process of human learning.

―Educated is a complex integrated process involving people, procedure,
implementing, evaluating and managing solutions to those problems involved in all
aspects of human learning.‖

1.3.10. CHARACTERISTICS OF EDUCATIONAL TECHNOLOGY

1. Educational Technology has involved in creating different strategies, for

instance, micro-teaching techniques, interaction analysis, audio–visual guides
and programming learning procedure.

2. In the field of educational technology, psychology, science, technology,

framework, art audio–visual guides and machines are utilized.

3. Educational Technology depends on the use of the scientific knowledge.

4. Educational technology is useful in influencing the teaching process objective,

simple, clear, interesting and scientific.

5. In Educational Technology, the arrangement of measuring tools is accentuated

for the assessment of learning results.

6. It is a continuous dynamic innovation.

1.3.11. COMPONENTS OF EDUCATIONAL TECHNOLOGY

Educational Technology can be divided into the following three components –

1. Behavioural Technology

2. Instructional Technology

3. Teaching Technology

19
1 Behavioural Technology

Behavioural technology lays emphasise on the utilization of mental standards

in learning and teaching so that the conduct of the teachers and pupils might be
adjusted as per the educating goals. As the present education is child-centred, every
teacher should have the knowledge of child-psychology to accomplish the desired.

Behavioural changes by making learning encounters in pupils to accomplish

teaching goals. Accordingly behavioral innovation proposed to extend, advance and
create in the field of conduct and learning.

a. Assumptions of Behaviour Technology

1. Teacher‘s behavior is social and psychological.

2. Teacher‘s behavior is detectable.

3. Teacher‘s behavior is quantifiable.

4. Teacher‘s behavior is adjustable.

5. Teachers are not inborn, only they can be created.

b. Characteristics of Behavioural Technology

1. The fundamental establishment is psychology.

2. Reinforcement and feedback are reformed.

3. Teaching abilities are assessed from the objective perspective.

4. Moslty focused on psychomotor objectives.

5. Depends on software approach.

2 Instructional Technology

In Instructional Technology, the presentation of the subjects is depicted in or

out of the class. In both, instruction and teaching, the pupils are motivated for
learning, yet at the same time there is much distinction between these two. Instruction
means transferring information by means other than as a teacher.

20
a) Assumptions of instructional technology

The advancement of instructional technology depends on the below

assumptions:

(i) A student can learn based on his requirements and abilities.

(ii) A student can learn even without the teacher.

(iii) Reinforcement can be given by using instruction consistently.

(iv) Learning objectives can be accomplished through instruction objectives.

(v) The subject-matter can be divided into its different components of areas and
each segment can be educated freely through this innovation.

b) Characteristics of Instructional Technology

1. It is useful in accomplishing intellectual objectives.

2. It can meet the deficiency of successful instructors.

3. With its assistance, the students can pick up as indicated by their requirements
and speed.

4. It can control the individual differences.

1.3.12. TEACHING TECHNOLOGY

Teaching is a craftsmanship. Teaching technology makes this art more simple,

exact, handy and objective by using scientific standards. Teaching has two
components (i) content and (ii) classroom conduct on communication. Thus, teaching
technology includes both instructional and behavioral technology. Learning and
teaching content is divided into four stages:

1. Planning

2. Organization

3. Leading

4. Controlling

21
a) Assumptions of Teaching Technology

1. The nature of teaching method is scientific.

2. Teaching exercises are adjustable.

3. Teaching and learning can commonly be connected.

4. Appropriate conditions can be made by educating for viable learning.

5. Pre-decided learning goals can be accomplished by teaching activities.

b) Characteristics of Teaching Technology

1. It can make the teaching more effective.

2. Student-teacher and in-service teachers can have its advantage.

3. Assistance can be sought from philosophy, sociology, and psychology.

4. Input, process and output are involved.

5. Teaching from memory level to intelligent level can be sorted out.

TECHNOLOGY IN THE CLASSROOM

It is asset to any teacher to have computer in the classroom. With a computer

in the classroom, teachers can demonstrate a new lesson, present new material,
explain how to use new programs, and show new sites. Teachers can post homework,
assignments, well known quotes, trivia games, and so much more if a webpage is
created.

1.3.13. INFORMATION AND COMMUNICATION TECHNOLOGY

ICTs stand for information and communication technologiesand are

characterized, for the purposes of this primer, as a ―diverse set of technological tools
and resources used to interact, and to produce, disseminate, save, and access data.‖

The idea of ICT in education system enables data gathering, management,

administration, control, access and communication in various forms.

ICT is utilized as an empowering influence to decrease the advanced gap

between the schools. The elements of ICT in education as a teaching and learning

22
device, as part of a subject and as a subject by itself. Apart from radio and television
as a teaching and learning tool, this strategy focuses on the utilization of the computer
for managing information, interactions, and as an efficiency tool. ICT as element of a
subject alludes to the utilization of software (e.g. AutoCAD and SCAD) in subjects
such as ―Invention‖ and ―Engineering Drawing. The third policy emphasizes utilizing
ICT to expand profitability, productivity and adequacy of the administration
[Link] will be widely used to robotize and automate work procedures, for
example, the processing of official forms, timetable generation, and management of
information systems, lesson planning, monetary administration and the maintenance
of inventories.

1.3.14. COMPUTER AND INTERNET IN TEACHING AND LEARNING

There are three general ways to deal with the instructional utilization of
computers and the Internet, namely:1) Learning about computers and the Internet, in
which technological literacy is the end goal; 2) Learning with computers and the
Internet, in which the technology facilitates learning across the curriculum; and 3)
Learning through computers and the Internet, integrating technological skills
development with curriculum applications.

1. Learning about computers and through Internet

It focuses mainly on improving technological literacy. It typically includes:

 Basics: essential terms, ideas and activities

 Keyboard and mouse usage

 Use of efficiency tools like word processing, spreadsheets, data base and
graphics programmes

 Use of research and collaboration tools, such as search engines and email

 Basic abilities in using programming and authoring applications like Logo or

Hyper Studio

 Creating an awareness of the social effect of technological change.

23
2. Sustainable ICT – enhanced educational projects.

One part of advancement programs that is regularly disregarded is

maintainability. The long history of advancement aid has shown that excessively
numerous activities and projects begin with a blast however very soon become dim
with a yowl, to be immediately overlooked. This is valid for some ICT-based
educational projects too. In many instances, these projects are started by third party
donors and not enough attention is paid to setting up a mechanism by which the
educational organization or group involved can continue the project on its own or in
partnership with other stakeholders after the initiating donor exits. However, cost and
financing are not the only barriers to manageability. As per Cisler, the maintainability
of ICT-empowered projects has four components: social, political, mechanical and
financial.

a) Economic sustainability refers to the capacity of a school and group to

finance an ICT-empowered program over the long haul. Cost-viability is key as
technology ventures regularly run high and in many cases divert funds from other
similarly pressing needs. Organizers should look to the aggregate cost of
possession(see preceding discussion on cost) and develop lucrative partnerships with
the community to be able to defray all expenses over the long term. The need to build
up various channels of financing through community participation binds monetary
manageability intently to social and political sustainability.

b) Social sustainability is an element of community involvement. The school

does not exist in a vacuum, and for an ICT-empowered task to succeed the buy-in of
parents, political pioneers, business pioneers and other stakeholders is important.
Development can happen just when every one of the individuals will's identity
influenced by it, regardless of whether straightforwardly or by implication, know
precisely why such an advancement is being presented, what the suggestions are on
their lives, and what part they can play in guaranteeing its prosperity. ICT-enabled
programs should eventually serve the requirements of the group.

c) Political sustainability refers to issues of strategy and initiative. One of the

greatest dangers to ICT-enabled projects is protection from change. In the event that,
for example, instructors decline to utilize ICTs in their classrooms, then use of ICTs

24
can scarcely take off, considerably less be maintained over the long term. Due to the
innovative idea of ICT-enabled projects, pioneers must have a clear understanding of
the innovation techniques, identify the corresponding needs for successful adoption,
and harmonize plans and actions accordingly.

d) Technological sustainability involves choosing technology that will be

effective over the long term. In a rapidly changing technology environment, this turns
into an especially precarious issue as organizers must battle with the danger of
technological obsolescence. In the meantime, there is the inclination to secure just the
most recent advancements (which is understandable in part because these are the
models which vendors are likely to push aggressively) generally, however, organizers
ought to go with attempted and tried frameworks; stability issues plague many of the
latest technologies. Again, the general guideline is to let the educational goals drive
the technology choice and not vice versa—the latest innovations may not be the most
appropriate tools for accomplishing the desired educational objectives. When making
technology decisions, planners should also factor in not only in costs but also the
accessibility of extra parts and specialized help.

1.3.15. CHALLENGES IN USING ICT

The major challenge confronting the improvement of the maximum capacity

of ICT for education, research and development in the county is brain drain which has
resulted in the lack of the critical mass of ICT-engineers and scientists relevant for
undertaking ICT-related project professionally. Another significant impediment is the
absence of an enabling environment and a sound ICT-roadmap and techniques by
policy makers resulting in uncoordinated and unsustainable ICT-advancement
exercises. Other problems include:

 High running and membership costs

 Lack of good reputation and motivating forces to pull in potential users

 Identification of information sources that address the requirements of users

 Poor Quality of Service of the internet and telecommunication services

 Regulatory issues (exclusivity policies and ban on use of VOIP)

 Effective administration of network traffic and infrastructure

25
The main benefits of using ICT in education:

Student‘s benefits

 Improved access,

 Flexibility of content and delivery,

 Combination of work and education,

 Learner-focused approach,

 Higher quality of education and better approaches for communication.

Employers benefits

 High quality expert advancement in the working environment,

 Upgrading of worker abilities, expanded efficiency,

 Development of another learning society,

 Sharing of expenses with the workers,

 Increased mobility of training.

Government‘s benefits

 Increase the ability and cost viability of education and training systems,

 To achieve target groups with limited access to traditional education and

training,

 To retain and enhance the quality and significance of educational structures,

 To ensure the association of instructive establishments and educational

module to the rising systems and data assets,

 To support advancements and opportunities for lifelong learning.

1.3.16. POTENTIAL DRAWBACKS OF USING ICT IN EDUCATION

In spite of the fact that ICT offers a whole lot of advantages there are some
risks of using ICT in education which have to be mitigated through proper
mechanisms.

26
They are:

 It may make an advanced partition inside class as students who are more
familiar with ICT will receive a bigger number of rewards and learn quicker
than the individuals who are not as innovation clever.

 It may move the consideration from the essential objective of the learning
procedure to creating ICT abilities, which is the auxiliary objective.

 It can affect the bonding process between the teacher and the student as ICT
turns into a specialized device as opposed to eye to eye discussion and
therefore the value-based separation is expanded.

 Also since not all teachers are specialists with ICT they might be careless in
refreshing the course content online which can back off the learning among
students.

 There is a requirement for training all stakeholders in ICT.

 The cost of hardware and software can be very high.

1.4. MATHS TECHNOLOGY

The advancement of technology, students start to utilize technological devices

like calculators and computers in the classroom learning situations for developing and
applying numerical thoughts.

1.4.1 HISTORY OF USE OF TECHNOLOGY IN MATHEMATICS

The utilization of innovation when studying mathematics is not a new issue,

since mankind always has been searching for answers to avoid time-consuming
routine work.

Paper money and coins, beans, bears, buttons and other small items are helpful
for tallying and calculation abilities. Straws, grouped by tens, are extraordinary for
teaching Mathematics. Geo boards are helpful for presenting geometric ideas.
Clinometers are helpful for teaching and learning Trigonometry. An abacus enables
students to visualize math formulas by working with unmistakable items.

27
1.4.2. ROLE OF TECHNOLOGY IN TEACHING-LEARNING MATHEMATICS

Today, in numerous areas around the globe, there is a significant gap between
the knowledge and skills students learn in school and the information and abilities
laborers require in working environments and groups.

Employers report that they require students who are better prepared in abilities
like professionalism and work ethic, oral and written interactions, teamwork and
collaboration, critical thinking and problem solving, application of information
technology, and leadership. So the emphasis in schools is progressively on learning
how to learn, instead of simply acquiring specialized technical skills that continue
evolving at any rate.

1.4.3. LEARNING RESOURCE CENTRE (INDIAN SYSTEM OF

EDUCATION) / WEBSITES

Thousands websites provide e-resource for both offline and online teaching learning.

 IGNOU ([Link]

 [Link]

o The website is a e-resource for syllabus, online text books, other

publications such as sample question papers and multimedia packages
which helps both the students and teachers in teaching learning
Mathematics.

 [Link]

o Central Institute Of Educational Technology(CIET provides

information of educational technologies viz. radio, TV, films, Satellite
communications and cyber media either separately or in combinations.

 [Link]&[Link]

o Provides data with respect to online application for various

examinations such as Mathematics Olympiad.

 [Link]

 [Link] Lesson Plan

28
  [Link] a very interactive website for Geometry.

 NRICH ([Link])

 MATH CENTRAL ([Link])

 MATH FORUM ([Link])

 PBS ([Link]/teachersource/math)

 DR. MATH ([Link]/[Link])

Here the teacher as well as student will find answers to the numerous
inquiries that teachers and others have posed.

 [Link]

This site presents a wonderful rationale for using math games in your
classroom and a significant collection of easy-to-use and friendly math games.

1.4.4. INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

ICT includes calculators and reaches out to the entire scope of audiovisual
aids, including educational broadcasts and video film. The National Curriculum
proposes points at which ICT can be used in mathematics.

For instance:

 The utilization of calculators for calculating purposes

 Small programmes, for example, number diversions or examinations in a

specific context;

 Programming languages, such as logo or essential and the programming

abilities of graphical calculators;

 General-purpose software, especially spread sheets, yet additionally databases;

 Content-free mathematics software, like graph plotters, dynamic geometry

software and data handling packages; For eg: excel, SPSS, Minitab, Statistica,
etc.

29
  ILS (independent learning systems), which give and oversee practice in
mathematical procedures custom fitted to the requirements of individual
students;

 Graphical calculators and data-loggers;

 CD-ROMS and the internet.

1.4.5. ICT INNOVATIONS IN LEARNING MATHEMATICS

1. Mobile Learning: Five years back we were discussing MS and very limited
smart phone pilots. SMS is limited as a learning gadget given its inborn limitations,
but the explosion of smart phone possession wherever implies that applications are
presently a sensible device for conveying educational content and content that can be
interactive and responsive. The utilization of mobile innovation in mathematics
education is in its beginning times however its significance is quickly developing.

2. Online Applications: With the developing accessibility and data transfer

capacity of web, analysts ended up intrigued by the capability of online intelligent
applications or applets for mathematics education. The benefits of online content
include access without local software establishment, ease of distribution and updating
for creators, and lasting accessibility for users as long as the internet is accessible.
Numerous examinations research this potential.

3. Mini-MOOCs: While MOOCs are in the beginning periods of take-up and

advancement in developing countries, ―mini-MOOCs‖– short courses, delivered to
computers or mobile devices–can help users create particular discrete skills to enable
them to end up more focused for work. Mini-MOOCs enable individuals to enhance
particular, discrete aptitudes that make them more competitive. In 5 years, we won‘t be
utilize the expression ―MOOCs‖ we‘ll simply be discussing diverse sorts of e-learning.

4. Blended Learning Is Becoming a Reality: The capacity of teachers to

usefully merge technology devices into lessons demonstrates us that there isn‘t truly
an option to be made between great teachers and valuable technology. Effective
pedagogy makes use of both. One member shared a case of how a trainer asked
students to utilize their cell phones to round out a short online survey, and after that
utilized the constant outcomes to coordinate class discussion.

30
 5. Video conferencing: This comprises of much more than just making a
telephone call with pictures! Three of the major models of use for mathematics work
are:

1. Conference

2. Workshop

3. Peer to peer

1.4.6. FUTURE ICT LEARNING

Technology isn’t going to replace the teacher: Approaches that cut teachers
out of the picture totally are bound to fail at scale. Education systems exist, and are
full of teachers – while they may have numerous issues to address, disregarding them
totally just makes protection and doubt. Teachers must be viewed as partners in the
effort to put innovation to utilize viably. Also, when they are ready, educational
systems are the best vehicle for quick scaling of educational content and tools.

MOOCs are not going to replace universities: Originally, MOOCs were

viewed as an approach to avoid the crushing student debt that plagues students of
higher education in the US. However, in developing countries, MOOCs are in an
alternate domain and have an alternate reason. That will be most valuable as
supplementary tools helping students gain exposure to content that may have been
inaccessible to them due to absence of access to guides or brilliant educators and thus
enable students become more competitive for colleges and employments.

1.4.7. IMPACT OF TECHNOLOGY ON TEACHING & LEARNING

MATHEMATICS

Scientists have found that the change from customary paper-based

mathematical equations to onscreen equations(including algebraic symbols, in
addition graphs, tables and geometric figures) can have unemotional impact. In
contrast with the utilization of paper and pencil which supports only static, isolated
notations, use of computers allows for ―dynamic, linked notations‖ with a few
supportive favorable circumstances.

31
1.4.8. IMPACTS ON STUDENT’S LEARNING PROCESS

 Appropriate utilization of ICTs enables Students to have the flexibility of

decision to choose their own time, place, pace or way to examine.

 Learning materials are upgraded with different media, for example, sound,
narration, video, animation and graphics Provide student's decisions to
improve their distinctive knowledge or learning styles.

 If outlined and actualized legitimately, ICT-upheld instruction can advance the

obtaining of the learning and twenty-first century abilities, for example,
inventiveness, basic reasoning and critical thinking. Students can trade
thoughts all the more amiably and directly.

 The better approaches for teaching and learning are supported by

constructivist theories of learning and constitute a shift from a teacher-centred
teaching method to one that is student focused.

1.4.9. COMPUTATION IN MATHEMATICS

Calculators

Low vision calculators have been planned that empower people experiencing
vision issues the advantage of these valuable instruments. For people with extremely
poor visual perception or even visual deficiency, talking calculators make computing
fun and achievable. There are essential, scientific and graphing calculators available.
This would then be able to be utilized as the understudy "demonstrating their work"
for a particular issue.

Electronic Worksheets

Students with visual hindrances are off guard when a large portion of the work
finished in a secondary mathematics setting includes practice problems from the
course book or worksheets. Electronic math worksheets are software programs that
can enable a user to compose, adjust and work through math problems. Numbers that
show up onscreen can also be read aloud via a speech synthesizer. This might be
useful to individuals who experience difficulty aligning math problems with pencil
and paper.

32
Math Pad (Intelli Tools)

Math Pad empowers students to do arithmetic directly on the computer. The

programme is perfect for students who require help sorting out or exploring through
math problems or who experience issues doing math with pencil or paper. This
programme is intended to be a "word processor for math."

1.4.10. WRITING IN MATHEMATICS

Now a days, a broad measure of writing happens in a mathematics classroom.

Students are relied upon to work out a problem and clarify how they solved the
problem Math dictionaries and graphic organizers can enable learners to channelize
their minds to share how they solved the problem and arrived at an answer.

Math Dictionaries

These references can be downloaded for the materials like Algebra, Geometry
and measurement.

Graphic Organizers

Graphic Organizers helps the students to organize their thoughts and ideas
before they begin to [Link] can use programs such as Inspiration and Kids
privation to help with the writing process.

Paper-Based Computer Pen

Paper-based computer pens can be used by the students to record the teacher
and take notes during class. Student can refer back to the lesson and match the text
with the recording. Students can also slow down and speed up recordings to go
through the notes.

Virtual Pencil Arithmetic

This is a software tool for students who are not able to use a pencil efficiently.
Virtual Pencil Arithmetic can be used instead of the pencil. It moves to the right spot
on the "paper", guided by the user, and inputs the answers that the user selects. It can

33
be used to edit numbers and variables, insert fractions or square roots or other
structures, and copy whole equations or expressions.

1.4.11. INTERACTING WITH MATHEMATICS

Handheld/Virtual Manipulative

Students from specialized curriculum are generally visual learners. Hence,

Virtual Manipulative are an excellent tool for them. When students work with
manipulative, they are using their visual and material skills to improve their learning
background. They not only make learning simpler, and also make learning enjoyable.

Interactive White Boards

Interactive whiteboards are intended to draw a wide variety of students in the

learning process. They furnish educators with various approaches to present
information using interactive text, images, sound and video files, and when engaging
a wide range of learners. The same features of the product can be used by the students
to demonstrate their knowledge of a topic. Smart Boards and Promethean Boards are
some of the instances for Interactive White Boards.

1.4.12. TECHNOLOGY PROVIDES NEW WAYS OF LEARNING

Technology can lessen the effort devoted to difficult problems and improve
students‘ concentration on more important mathematics. Equally importantly, technology
can represent Mathematics in methods that enable students to know the concepts. In
combination, these features can help teachers to combine project-based learning.
Calculators and other technological devices are important components of an advanced
mathematics education. With guidance from effective mathematics teachers, students at
various stages can use these devices to develop knowledge and create twenty-first century
abilities like critical thinking, problem solving and decision-making.

1.4.13. INTEGRATING TECHNOLOGY INTO THE MATHEMATICS

CLASSROOM

The NCTM Principles and Standards for School Mathematics defines various
standards for school mathematics, amongst is the Technology Principle. It

34
acknowledges, "Technology is important in teaching and learning mathematics; it
influences the mathematics that is taught and improves students' learning."

Calculators

Calculator can be utilized by students and teachers in various ways as an

appropriate learning device in the classroom.

Study Aids.

Inverse Function Explorations.

Function Families.

Compare Values.

Program Calculators.

Computer Software

Plenty of software programs are available to support the students to learn

mathematics and also to present their researches and thoughts in reports and
presentations. Students can use the software programs mentioned below.

Geometry drawing programs

Spread sheets

Word processing

Presentation programs

The Internet

The Internet gives a lot of ways for learners to know mathematical concepts
and history. Uses of the Internet for your students are the following.

Use the Internet to do research for mathematics projects.

Find dynamic software on the Internet that depicts a mathematical concepts.

Locate information on a topic they are currently studying to enable them to

know more about the topic.

35
Software used for teaching learning mathematics

Graphic Calculators

Dynamic graphing tools (Geo gebra )

Dynamic geometry tools

Microsoft Excel / spreadsheet

Microsoft Mathematics

Geo Gebra

Auto shape

Mat lab

Graphing Calculators

A graphing calculator is a learning device intended to enable learners to

conceptualize and understand topics in mathematics and science. As they acquire an
in-depth knowledge of the concepts, students gain the critical thinking and problem-
solving abilities. While using a graphing calculator in the classroom, students gain
proven academic advantages. Independent studies† denotes that the use of graphing
calculators helps the students to improve the mathematical abilities and their attitudes
towards mathematics. Students are allowed to use graphing calculators on class
assessments. Graphing calculators are allowed or even required on many college entry
level tests and state exams.

Wolfram Alpha

Wolfram Alpha is a computational search engine that produces mathematical

solutions, like graphs, tables and properties of functions. It can also perform
arithmetic calculations, simplify algebraic expressions, and solve equations.

Microsoft Mathematics

Microsoft Mathematics is a graphing software and calculator developed by

Microsoft Corporation for free. Both 2d and 3d polynomial and trigonometric

36
functions can be graphed using this software. Also, it has the ability to identify ink
handwriting and can be used as add-in to Microsoft Word.

Fooplot

Fooplot is a graphed calculator available online to graph 2d and 3d functions.

It can be used to plot graphs of polynomial, trigonometric and hyperbolic
trigonometric equations. It also supports graphing of piecewise functions. These
graphs can be exported in PNG, SVG and PDF formats.

Microsoft Excel / Spread sheet

Mathematical Formulas in Excel are used to do several arithmetic operations like

adding, subtracting the values in a range of cells, finding average of selected cells, etc.
The most frequently used mathematical formulas in excel are as follows.

o Average( ) MS Excel Formula

o Int( ) MSExcel Formula

o Mod( ) MSExcel Formula

o Rand( ) MSExcel Formula

o Round( ) MS Excel Formula

o Sum( ) MSExcel Formula

Matlab

Mat lab enable us to create symbolic math formulae. This is helpful when you
are not in need produce an answer immediately, or when you have a math ―formula‖
to work on but don‘t know how to ―process‖ it. Mat lab is used in various areas
including,

 Calculus

 Linear algebra

 Algebraic and Differential Equations

 Transforms

37
1.4.14. CHARACTERISTICS OF THE MEANINGFUL USE OF
TECHNOLOGY IN THE CLASSROOM

From a social constructivist point of view,

Includes authentic and real-world problems, be interesting, engaging and

significant to students‘ learning,

Furnish students with self-administrative parts in the learning procedure,

Givechances for active participation of learning, collaboration, and social

interaction,

Grasp quick reproduction of learning materials, reflection and feedback, and

Offer chances for students to make artefacts that show their knowledge in
various ways.

1.4.15. THE ROLE OF TECHNOLOGY IN TEACHING AND LEARNING

MATHEMATICS

The immense capability of computer advances in mathematics instruction is

progressively accepted to acquire a change in mathematics education and has
conveyed new conceivable outcomes to the teaching and learning of mathematics. A
large portion of the class time is committed to rote practice with regards to these
techniques. Technological devices allow students to graph functions more effortlessly,
rapidly and precisely; to manipulate the graphs; and to creategeneralizations about the
functions.

1.4.16. PROMOTING TECHNOLOGY USE IN CLASSROOM

Technology is more predominant in the schools, a few elements influence

whether and how it is utilized. Those components include position of computers for
equitable access, technical support, effective objectives for technology use, and new
responsibilities for teachers, time for ongoing proficient advancement, appropriate
coaching of teachers at various expertise levels, teacher incentives for use,
accessibility of instructive programming and sustained funding for technology.

38
 Placing Computers for Equitable Access

Providing Technical Support

Determining Effective Goals for Technology Use

Accommodating New Roles for Teachers in the Classroom

Given that Time for on-going Qualified Development

Tutoring Teachers at Altered Ability Ranks

Contribution Inducements for Teachers to Use Technology

Selecting Correct Software

Gaining and Supporting Finance

1.4.17. TECHNOLOGY SKILLS USAGE FOR MATHEMATICS TEACHERS

Three constituents of techno-pedagogically trained teachers are meta-teaching,

technology experience, and critical image

 Technology enabled meta-teaching

The teachers monitor the process of learning to teach mathematics with

technology they learn how to guess them to teach.

 Technology Acquaintance

The technology acquaintance something far more than just having students grow
skills in a specific technology. New technology can exposure includes all of the
following: incorporation methods, lab protocol, emerging technology skills, and
learning how to gather classes and learning resources from the Internet.

 Critical Replication

Critical replication is thinking about what one does when one teaches with
technology, needful replication on one‘s teaching and on the technology used.
Actuality critical around technology amalgamation is a timewasting and
challenging assignment for mathematics teachers.

39
1.4.18. COMBINING ICT WITH TEACHING MATHEMATICS

 Learning from feedback-the computer often provides fast and reliable

feedback, which is non-judgmental and impartial. This can encourage students
to make their own conjectures and to test out and modify their ideas.

 Observing patterns-the speed of computers and calculators enable student to

produce many examples when exploring mathematical problems. This supports
their observation of patterns and the manufacture and justifying of
generalisations.

 Seeing connections-the computer enables formulae, tables of numbers and

graphs to be related willingly. Changing one representation and sighted
changes in the other helps students to understand contacts between them.

 Working with dynamic images-students can use computers to operate

diagrams dynamically. This inspires them to visualize the geometry as they
produce their own emotional images.

 Exploring data-computers enable students to work with real data, which can
be represented in variety of ways. This supports interpretation and analysis.

 Teaching the computer-when students design an algorithm to make the

computer achieve a particular result, they are compelled to express their
commands unambiguously and in the correct order; they make their thinking
explicit as they refine their ideas.

1.4.19. SKILLS NEEDED IN AMALGAMATION OF ICT AND MATHEMATICS

 Technology literacy. Basic digital literacy skills to use technology, ability to select
and use appropriate software available including internet in computer laboratories
or with limited classroom facilities to complement standard curriculum objectives,
assessment approaches, lesson plans and didactic teaching methods, able to use
ICT to manage classroom data and support their own professional development.

 Knowledge deepening. Ability to manage information, structure problem tasks,

integrate open-ended software tools and subject-specific applications with student-
centred teaching methods and collaborative methods and collaborative projects in

40
 support of students deep understanding of key concepts and their application to
solve complex world real problems, use network resources to help students
collaborate, access information, communicate with experts to analyze and solve
their selected problems and use ICT to create and monitor individual group plans.

 Knowledge creation. Designing ICT-based learning resources and environments

use ICT to support the development of knowledge creation and critical thinking
skills of students, support students‘ continuous reflective learning and create
knowledge communities for students and colleagues.

 Impact in classroom. Opportunities to deploy innovative teaching methodologies

and to deploy more interesting material that create an interest in the students,
enable better management of classroom and students thereby improving the
productivity of the tutor as well as the taught, enables the teacher to concentrate
on other tasks such as research and consultancy, enables optimum utilisation and
sharing of resources among institutions thereby reducing the cost of implementing
ICT solution and to find appropriate online resources that can be used offline or
converted to a paper based resource.

1.4.20. THE BENEFITS OF USING TECHNOLOGY IN THE MATHEMATICS

CLASSROOM

 Technology in mathematics classroom enables the use of more interactive

educational tools, which allows for a dynamic learning experience that directly
benefits students.
 There are many benefits of using technology in the classroom, especially as
students become increasingly digitally literate. In the classroom,
 The advantage of using technology in the mathematics classroom is its
flexibility and adaptability to differentiated learning.

 Improved open access to education, including access to full degree

programmes

 Improved interactions between students and instructors,

 Provision of tools to enable students to independently solve problems,

41
  Acquisition of technological skills through practice with tools and computers.

 No age-based restrictions on difficulty level, i.e. students can go at their own

place. Defray travel costs.

 Easy-to-access course materials.

 These online lessons allow for students who might need extra help to
understand materials outside of the classroom.

 Wide participation. Learning material can be used for long distance learning
and are accessible to a wider audience.

 The Internet has unlocked a world of opportunity for students. Information and
ideas that were previously out of reach are a click away. Students of all ages
can connect, share, and learn on a global scale.

1.5. CRITICAL THINKING

Critical thinking is a higher-order cognitive skill that is essential to students,

preparing them to respond to a variety of complex problems that are sure to arise in
their personal and professional lives. The intellectual skills at the foundation of
critical thinking are investigation, understanding, assessment, description, implication
and self-regulation.

1.5.1. MEANING OF CRITICAL THINKING

Critical thinking means creation rational judgments that are logical and well-
thought out. It is a way of considerate in which they don't merely accept all arguments
and inferences students are visible to but rather have an boldness attaching
interrogative such opinions and inferences. It necessitates wanting to see what
suggestion is involved to support a specific argument or inference.

Furthermore, critical thinking can be distributed into the next three core skills:

1. Interest is the wish to study additional information and pursue suggestion as

well as being exposed to new thoughts.

2. Skepticism includes taking a strong interrogative attitude around new

information that the students are visible to and not carelessly trusting the
whole lot everybody tells them.

42
 3. As a final point, humility is the capability to admit that their ideas and
thoughts are incorrect when met with fresh convincing sign that states
otherwise.

The word "critical" in the English phonological has a very wide meaning and
includes the taking into existence of something new. We do not receive generating a
confusion as being critical because the new thing is hypothetical to have assessment.

1.5.2. DEFINITION CRITICAL THINKING

Critical thinking is a term that we hear a lot, but many persons don't know
how to use or utilize it. This scheme will accurately tell you what it means and make
you appreciate that the average person mostly disregards critical thinking.

Critical thinking is the knowledgeably well-ordered process of aggressively

and competently conceptualising, smearing, analyzing, synthesising and/or evaluating
data collected from, or created by, observation, skill, reflection, rational or statement,
as a director to confidence and feat. In its model form, it is based on the worldwide
academic ethics that excel subject matter partitions: clarity, accuracy, accuracy,
steadiness, significance, sound evidence, good reasons, complexity, breadth and
equality. It entails the inspection of those assemblies or basics of thought understood
in all cerebral: purpose, problem or question-at-issue, assumptions, concepts,
observed foundation; reasoning leading to assumptions, implications and values,
objections from substitute lookouts and frame of orientation.

1.5.3. WHY CRITICAL THINKING IS NEEDED

 Critical thinking is a ability to think clearly. If you work in education,

research, economics, organization or the lawful job, then critical thinking is
visibly significant. But critical thinking services are not limited to a specific
subject area. Being able to reflect well and solve problems systematically is an
asset for any career.

 Critical thinking is very important in the new knowledge economy. The

World-wide data budget is obsessed by info and machinery. One has to be able
to deal with changes rapidly and efficiently. The new low-cost places growing

43
 demands on flexible knowledgeable skills, and the ability to analyse data and
incorporate various foundations of knowledge in solving difficulties. Good
critical thinking endorses such thinking skills, and is very vital in the fast-
changing workstation.

 Critical thinking enriches language and demonstration skills. Thinking

clearly and thoroughly can improve the way we direct our ideas. In wisdom
how to analyse the reasonable structure of manuscripts, critical thinking also
progresses understanding abilities.
 Critical thinking gives creativity. Having a creative solution to a problem
comprises not just having new ideas. It must also be the case that the new
ideas being produced are useful and related to the task at hand. Critical
thinking plays a important role in estimating new ideas, selecting the best ones
and adapting them if required

 Critical thinking is essential for self-reflection. In order to live a eloquent

life and to structure our lives consequently, we need to validate and imitate on
our ethics and conclusions. Critical thinking provides the tools for this method
of self-evaluation.

 Good critical thinking is the basis of science and equality. Science requires
the critical use of reason in research and theory validation. The proper
working of a generous democracy requires peoples who can think critically
about social issues to inform their decisions about proper ascendancy and to
overcome favoritisms and partiality.

1.5.4. SKILLS FOR CRITICAL THINKING

Critical thinking is the capability to think obviously and wisely about

what to do or what to trust. It includes the ability to involve in thoughtful and
autonomous thinking. Someone with critical thinking skills is able to do the
following:

 Understand the reasonable influences between concepts

 Recognize, construct and estimate arguments

44
  Notice variations and mutual mistakes in cerebral

 Solve problems analytically

 Identify the importance and reputation of ideas

 Reflect on the explanation of one's own principles and values

Critical thinking is not a matter of collecting information. A person with a

decent memory and who knows a lot of informations is not necessarily good at critical
thinking. A critical thinker is able to assume significances from what he knows, and
he knows how to make use of information to solve problems, and to pursue related
sources of information to advise himself.

Critical thinking should not be muddled with being contrary or being critical
of other people. Granting critical thinking skills can be used in revealing
misconceptions and bad reasoning, critical thinking can also play an important role in
helpful reasoning and useful tasks. Critical thinking can help us obtain information,
improve our concepts and support opinions. We can use critical thinking to improve
work developments and improve social organizations.

Some people believe that critical thinking decreases creativity because it

requires logical thinking and sagacity, but creativity might require breaking rules.
This is a misunderstanding. Critical thinking is quite well-matched with thinking "out-
of-the-box", challenging agreement and chasing less popular tactics. If anything,
critical thinking is an vital part of creativity because we need critical thinking to
calculate and improve our creative ideas.

1.5.5. MAIN CRITICAL THINKING SKILLS

When students think critically, they enthusiastically involve in these processes:

 Communication

 Analysis

 Synthesis

 Problem-solving

 Calculation

 Reflection

45
To create atmospheres that engage students in these procedures, trainers need to ask
questions, inspire the expression of varied opinions, and involve students in a
diversity of hands-on activities that force them to be complicated in their knowledge.

1.5.6. TYPES OF CRITICAL THINKING SKILLS

Trainers should select actions based on the level of intellectual they want
scholars to do and the learning objectives for the course or assignment. The diagram
below defines questions to ask in order to show that students can validate different
heights of critical thinking.

Level of critical Skills students

Questions to ask
thinking demonstrate
Lower levels
What do we already know about…?
recognize, describe, list, What are the principles of … ?
Remembering
identify, retrieve How does … tie in with what we
learned before?
explain, generalize, Summarize…or explain…
Understanding estimate, predict, What will happen if?
describe What does….mean?
Higher levels
What would happen if…?
carry out, use,
Applying How could…be used to…?
implement, show, solve
What is the counterargument for..?
Why is…important?
compare, organize,
Analyzing What are the implications of…?
econstruct
Explain why/Explain how…
Why is…happening?
check, judge, critique,
Evaluating What is the best..and why?
conclude, explain
How does…affect?
What is the solution to the problem?
construct, plan, design,
Creating What do you think causes..? Why?
produce
What is another way to look at?

1.5.7. EFFECTIVE CRITICAL THINKING

The panel identified the following dispositional features that support active
critical thinking.

Affective dispositions of critical thinking tactics to life and living, in general:

 Curiosity with respect to a wide range of issues

 Anxiety to become and continue generally well-informed

46
  Alertness to opportunities to use CT
 Belief in the developments of logical inquiry
 Self-confidence in one's own aptitude to aim
 Open-mindedness concerning different world views
 Tractability in considering alternatives and views
 Thoughtful of the views of other people
 Good Mindness in appraising reasoning
 Honesty in facing one's own preconceptions, partialities, labels, selfish or
socio centric leanings
 Prudence in hanging, making or varying decisions
 Inclination to review and revise views where honest replication suggests that
alteration is justified

1.5.8. METHODS TO PRECISE ISSUES, QUESTIONS OR DIFFICULTIES

 Clarity in asserting the question or anxiety

 Neatness in working with difficulty
 Conscientiousness in looking for related data,
 Sensibleness in choosing and smearing measures
 Care in concentrating attention on the anxiety at indicator
 Determination though problems are faced

Behavior A quick examination of some major nature models proposes that the
characters labeled in the Delphi Description and in Facione‘s succeeding work, can be
conceptualised within a behavior outline. This conceptualisation is slightly unlike
than Facione‘s work in that an energy was made to recognize character trait clusters,
and in one situation, a values collection. Drawing on the existing personality works
presenters the rational styles in a writings that has noticeably proven connections
among characters and significant behavioural consequences (e.g. precise workplace
abilities, workplace routine, industrial success, modification to college, etc.).

47
1.5.9. SEVEN THINKING STYLES

The personality mannerism masses connection to each of the seven thinking

elegances recognized in MTS as follows:

Analytical

The leanings to sign vital facts, to expect significances, and to be rational,

systematic and planful bunch composed. For instance, in the Six Influence Behavior
Survey Methodicalness is recognized as a main measurement of personality. In
Jungian-based valuations, the favorite for Detecting associates to a favorite to pleat
data in an precise and exact way.

Inquisitive

The propensity to be knowledgeably inquisitive can also be knotted to one of

the main magnitudes of character, Honesty. Though some measure the hypothesis as
honesty to knowledge, others emphasis more straight on intelligent honesty.

Insightful

The tendencies to step back reflect, to be steadfast, and prudent are more
squarely in the domain of positive character.

Open-Minded

The tendencies to be tolerant of the views of others, empathic, and fair-minded

also coalesce. In the California Psychological Inventory the scales of empathy and
tolerance are positively correlated with an open-minded approach to the world and
others.

Systematic

The tendency to place things into context and see the bigger picture and its
logical sequence draws from the Jungian construct of Intuition, in which information
is organised through patterns and relationships.

48
Timely

The tendencies to be efficient, reliable, and responsive correlate and can be

found within the major personality dimension of Conscientiousness. Unlike the other
six styles, a Timely style is not clearly described in the Delphi work. However, within
the personality literature, behavioural markers of conscientiousness are among the
best predictors of effective performance.

Truth-Seeking

This is the tendency to ask tough questions in the pursuit of truth. Within the
personality literature, Truth-Seeking is related conceptually to Independence, which
has been identified as a major dimension of. The tendency to distance ones‘ self from
others and to be competent enables a person to be frank and push towards the truth,
even when pushing causes interpersonal discomfort.

These seven definitions share commonalities or positive qualities that often

coexist to varying degrees (e.g. the planful and organised aspects of Analytical are
related to the reliable and efficient aspects of Timely). The use of multiple concepts to
define each construct also suggests that each scale (i.e. thinking style) is multifaceted.

1.5.10. TEACHERS UNDERSTANDING OF CRITICAL THINKING

Teachers have differing, and sometimes inconsistent identifications of the term

―critical thinking". Some recognized it with specific subjects or areas of the
curriculum. Others argued that there were opportunities for pupils to be critical in all
curriculum areas. Some observed it as an ongoing characteristic or aptitude in certain
pupils while others saw all pupils as critical. Some thought that critical thinking was
endorsed through surroundings, and responsiveness; others emphasised the
significance of specific learning and teaching approaches in endorsing critical
thinking. There was extensive conversation about how critical thinking linked with
other aspects of cognitive development. One widely reinforced view was that critical
thinking was synonymous with ―problem-solving‖, ―thinking skills‖, ―enterprise‖ or
―imagination‖; or was linked very closely with collaborative group work. Many
teachers linked particular types of thinking, labeled ―lateral‖ or ―divergent‖ or

49
―intuitive‖, with critical thinking and considered that ―convergent‖ or ―deductive‖ or
―logical‖ activities provided less fertile ground for critical thinking.

Some teachers argued that very young children were particularly critical
because they saw the world in fresh and unconstrained ways. Others argued that
critical thinking flourished once a discipline was mastered, promoting examples of the
most critical artists or scientists, who had mastered their discipline as a prerequisite
for their critical thinking. This section therefore seeks to clarify the meaning of
critical thinking in educational contexts and to comment on some of these views
which influence teachers‘ practices in promoting critical thinking. Greater clarity
about the concept of critical thinking is important to establish a firm basis for a
discussion of ways that critical thinking is best promoted.

1.5.11. PROMOTING CRITICAL THINKING THROUGH TEACHING

Some teaching methods and surroundings nurtured critical thinking; others

reserved its growth. Where teachers intended activities and circumstances to promote
critical thinking and probable and trusted pupils to be critical, take risks, speculate,
perceive and answer in dissimilar ways, express themselves openly, self-evaluate and
persevere after initial attempts, pupils generally lived up to these expectations. Some
teachers located great stress on specific techniques, such as brainstorming, mind
mapping or listening to music during activities or extended discussions to think
through issues. These proved very useful in particular situations but were best
regarded as specific tools from the broad possible range of activities which endorse
critical thinking, rather than the main methods to be used.

Some teachers were indeterminate about whether to provide input, incentive or

support for critical activity, concerned that they would impose their own ideas on the
followers. The quality of response was better where teachers providing stimuli to
thinking or feeling, allowed ideas to trigger other ideas, asked challenging questions
but, when appropriate, detached themselves from the activity and deliberately avoided
providing a teacher‘s answer to a task. Finally, providing opportunities to enhance
teachers‘ own critical thinking through ongoing professional progress is an important
way of making them more aware of the status of critical thinking in their teaching and
also helps them to develop more critical teachers.

50
1.5.12. PERSONALITY VARIABLES AND GENERAL CHARACTERISTICS
OF CRITICAL THINKING PERSON

 Caused by strong feelings, positive, clinging and energetic

 Has a long attention a distance

 Does not like a unfairly view or actual experience

 Unique and original, disparate thinking

 High self-esteem

 Looks for several solutions, even after a single solution has been found

1.5.13. FOUR WAYS TO SHARPEN TEACHERS CRITICAL THINKING

SKILLS

Here are four skills that, with practice, are assured to help you reimagine
solutions to protest you are facing and lead you to well qualified success.

 See with fresh eyes.

 Make no assumptions

 Bring up ideas like missile the Super Bowl

 When it‘s time for critiques, start with the plus

1.5.14. CRITICAL THINKING IN TEACHING

The New Skills Commission authorised that its call for critical thinking and
new ideas was not going to go away still they also were able to show what it looks
like in routine.. The five major elements to help students become critical thinkers are

1. Knowledge

It is no accident that the commission made knowledge number one on its list.
Being critical seeing patterns and making connections to something new presumes
knowledge about something so it can connect to something else. Experts define this
knowledge as both deep in one domain and broad, general knowledge in many content
areas.

51
2. Critical thinking skills

These include the capability to order old and new knowledge, to be analytical,
and to be practical so others can authorised the idea‘s worth.

3. Motivation

Many experts agree that intrinsic boosting will encourage critical thinking
while extrinsic forces like grades, test results and other outside awards can inhibit it.
Critical thinking-friendly classrooms further foster student‘s eagerness, boost their
perseverance, and make it safe to take risks.

4. Metacognition

This art term refers simply to knowing about knowing. For students, this
means they need to be sentien more of what they know, how they know it, and how to
act on that knowledge, for example, by arriving at an innovative solution or analysis.3

5. Environment

Schools and teachers need to develop classrooms that reward risk-taking and
allow students to be well position with expression.

1.5.15. EIGHT WAYS TO INCREASE CRITICAL THINKING SKILLS IN

EDUCATION TECHNOLOGY

Educational technologies, or edtech, has revolutionised the classroom by

developing learning skill and efficacy. Used wisely, edtech can help students enhance
vital critical thinking skills by changing the fundamental paradigms of education.
Here are eight important ways edu-tech can help students develop their critical
thinking faculties.

1. Staying Tuned In

One of the biggest advantages to integrating edtech in the classroom is the

ability to keep students engaged in the material. Teachers constantly struggle to keep
students with unique learning styles all tuned in.

52
 Edtech allows the same lesson to appeal to every student in the room in a
slightly different way–moving graphics for visual learners, for example, or tactile
puzzles for kids who need to think by doing. A lesson plan making the most of edtech
might include a video lecture, a discussion on a virtual forum, and even an
educational computer game.

2. Polling the Class

Every teacher and professor knows the struggle of asking a question to the
class and hearing nothing but crickets in response. Clickers designed for in-class use
by companies like Turning Technologies provide another avenue for class
engagement.

3. Defending Answers

Once an instructor has students answering questions, they can help

students develop their critical thinking skills by making them defend their answers. A
math teacher, for example, can poll the class on the answer to a given problem. Then
the teacher can select a correct answer from a particular student and ask that student
to explain how he or she got there. This gives other pupils the chance to learn from
their peers and encourages the demonstrating student to articulate their intellectual
process. The same process could be implemented using a discussion forum on a
learning management platform like Blackboard.

4. Immediate Feedback

Everyone with a college education knows the phenomenon of cramming for an

exam and then immediately forgetting all the content a day later. Edtech can improve
retention by giving students instant feedback. Online learning platforms like
Blackboard and Moodle are great for this because they allow instant grading of tests
and quizzes.

5. Class Debates

In-class debates are excellent critical thinking exercises, but in traditional

classrooms they can absorb huge chunks of class time while involving only a few
students. With edtech, teachers can get every student involved in the discussion by
requiring them to post on message boards or even record short video or audio clips.
53
The process is more efficient and students can respond to one another‘s arguments
while defending their own points.

6. Seeing Others’ Work

Collaborative discussions and cooperative problem-solving are also easily

facilitated with edtech. Science students can look over each other‘s write-ups, for
example, or math students can see how the class‘s best student solved a tough
equation. This provides inspiration to work harder and also helps students cultivate a
larger problem-solving ―toolbox‖ with multiple approaches to every challenge.

7. Critical Thinking Skills and Multiple Perspectives

A crucial critical thinking skill is developing the understanding that there are
multiple solutions to many problems. Some approaches to a given problem may make
more sense to one student than others, so giving students the chance to see others
work and play with alternative approaches is vital.

8. Organised Knowledge

Last but not least, ed tech offers a much more convenient and intuitive
approach to organising knowledge for easy access and learning. Since related
concepts can be grouped together and hyperlinked in clusters within educational
software, it‘s easy for students to navigate interrelated ideas.

1.5.16. CRITICAL THINKING ASSESSMENT

There are different psychological tests that are used to evaluate critical
thinking skills. The more popular ones are usually standardised tests that can be
benchmarked against a larger sample.

 Watson-Glaser Critical Thinking Appraisal (WGCTA) - The standard version

consists of multiple choice questions for an hour-long test. There are two
versions (A & B) that are supposed to be equivalent and so can be used to
measure changes in critical thinking over a period of time.

54
  California Critical Thinking Skills Test (CCTST) - A more recent test that can
also be completed online, with subscores for different categories such as
analysis, inference, induction, etc.
 California Critical Thinking Disposition Inventory (CCTDI) - Designed to
"designed to measure the disposition to engage problems and make decisions
using critical thinking."
 The Halpern Critical Thinking Assessment (HCTA) - Focuses on five
dimensions of critical thinking: verbal reasoning, argument analysis, thinking as
hypothesis testing, likelihood and uncertainty, and decision-making and problem
solving.
 Cornell Critical Thinking Tests - There are two levels. Assessment topics
include: induction, deduction, credibility, identification of assumptions, etc.
 Related to the assessment of critical thinking, there is also the interesting
Cognitive Reflection Test (CRT), which consists of only three short questions. It
provides a measurement of rational and reflective thinking. We have a copy of
the CRT test on our website here.

1.6. PROBLEM-SOLVING

One of the most difficult decisions that must be made in the microscopy
laboratory is how to start solving a problem. The difficulty is that it is not always
obvious where to start and to know ahead of time the full range of techniques that will
be required. It is also difficult to deal with this question when considering that there is
a wide range of techniques that can be used for problem solving.

However, there are some simple concepts to consider before beginning the
microscopy characterisation. The protocol that will be discussed here is not necessary
in all cases. If a measure of the orientation of a fiber is needed, for instance, a problem
solving protocol might not be needed if the investigator is aware that the birefringence
can be measured using a polarising optical microscope and a compensator. But, if the
dispersed phase distribution and particle size of a polymer blend are to be correlated
with impact strength, then it might not be as obvious where to start solving the
problem.

55
1.6.1. ROLE OF PROBLEMSOLVING IN QUALITY DEVELOPMENT

To sustain the ongoing organisational development associated with

―improvement through teamwork" the improvement teams established need to be
provided with appropriate tools. Nothing is more disheartening to an enthusiastic
group of employees working on quality improvement than to have an inadequate
approach with which to tackle the problem. For all employees to have an
understanding of the basic tools of problem solving is seen by many organisations as a
fundamental prerequisite on the journey to quality improvement. The importance of a
structured approach to problem solving is emphasised in an industrial context as many
of the quality problems encountered are ―ragged‖. Such problems inevitably have
multiple causes, imprecise data and constrained solutions and require a problem-
solving framework (methodology) and an appropriate set of tools (techniques).

To address these problems two sets of problem-solving tools have emerged.

The first of these are the seven basic problem-solving tools, sometimes called the
―Seven QC Tools‖, which are normally used by quality improvement teams to effect
improvement. The second set of techniques are the seven advanced tools usually
referred to as the ―Seven Management Tools" which are used as advanced quality
planning techniques.

1.6.2. THE STAGES TO PROBLEM-SOLVING

The most effective problem-solving methodology to adopt will, not

surprisingly, depend upon the type of quality problem to be tackled and upon the
organisational mechanism to be used.

The philosophies of the experiences of implementing quality improvement

have established six basic fundamentals of problem-solving:

1. Problem-solving requires a structured approach.

2. Problem-solving requires clear measures of improvement.
3. Problem-solving requires the actual problem to be identified very clearly.
4. Problem-solving requires the problem to be effectively diagnosed and
understood before the solutions are proposed and implemented.

56
 5. Problem-solving is most effectively carried out by teams of people working
together.
6. Problem-solving for quality improvement is a continuous process.

1.6.3. THE APPLICATION OF PROBLEM-SOLVING TOOLS

Each of the seven basic problem-solving tools can be used within the quality
improvement methodology described. Some of the techniques can be used at more
than one stage in the methodology and certain groups of techniques (particularly those
used for pinpointing and then evaluation) can be used iteratively within a given stage.

The application of the tools within the methodological framework is also

enhanced through the guidance of a team facilitator as discussed. The problem-
solving methodology should be used by the facilitator to guide the team through the
problem and in addition the facilitator should be experienced in the application of the
individual tools and techniques and encourage team members to use them
appropriately.

1.6.4. THE APPLICATION OF ADVANCED PROBLEM-SOLVING TOOLS

As with the seven basic tools, the advanced problem-solving techniques need
to be applied selectively within an overall framework of quality development.
Primarily, the seven management tools are used in the design of products, services or
processes and ensuring these are free from problems. They are primarily concerned
with improvement prior to production or execution and are therefore associated with
quality planning and a prevention orientated approach. The seven management tools
can be used to supplement the basic problem-solving activities particularly for
diagnosing complex (often organisation wide) problems and for assisting in the
planning of the implementation of solutions. In terms of the basic problem-solving
methodology described in the advanced tools can be applied as illustrated.

Many mature quality developed companies are increasingly using the seven
management tools as techniques within their own design project planning
methodologies for both the systematic capture of customer requirements and for
structuring project management activity.

57
[Link]-SOLVING TECHNIQUES

It is not enough to describe a problem-solving process and to describe how

individuals differ in their approach to or use of it. It is also necessary to identify
specific techniques of attending to individual differences. Fortunately, a variety of
problem-solving techniques have been identified to accommodate individual
preferences. Some of these techniques are oriented more to NT and SJ individuals
who tend to be more linear and serial, more structured, more rational and analytical,
and more goal-oriented in their approach to problem solving. Other techniques are
more suited to NF and SP individuals who demonstrate a preference for an approach
that is more holistic and parallel, more emotional and intuitive, more creative, more
visual, and more tactual/kinesthetic. It is important that techniques from both
categories be selected and used in the problem-solving process.

1.6.6. INTEGRATING TECHNIQUES INTO THE PROBLEM-SOLVING

PROCESS

The problem-solving techniques discussed above are most powerful when

combined to activate both the logical/rational and intuitive/creative parts of the brain.
The following narrative will provide an example of how these techniques can be used
at specific points in the problem-solving process to address important individual
differences. The techniques will be presented within the context of a group problem-
solving situation but are equally applicable to an individual situation. The terms in
parentheses refer to personality dimensions to which the technique would appeal.

THE INPUT PHASE

The goal of the Input phase is to gain a clearer understanding of the problem
or situation. The first step is to identify the problem(s) and state it (them) clearly and
concisely. Identifying the problem means describing as precisely as possible the gap
between one's perception of present circumstances and what one would like to
happen. Problem identification is vital to communicate to one's self and others the
focus of the problem-solving/decision-making process.

58
THE PROCESSING PHASE

In the Processing phase the task is to develop, evaluate, and select alternatives
and solutions that can solve the problem. The first step in this phase is to develop
alternatives or possible solutions. Most researchers focus on the need to create
alternatives over the entire range of acceptable options as identified in the previous
phase. This generation should be free, open and unconcerned about feasibility.
Enough time should be spent on this activity to ensure that non-standard and creative
alternatives are generated.

THE OUTPUT PHASE

During the Output phase a plan is developed and the solution actually
implemented. The plan must be sufficiently detailed to allow for successful
implementation, and methods of assessment must be measured and developed. When
developing a sketch, the major phases of execution are first measured (intuition), and
then steps essential for each phase be generated. It is often supportive to build a
timeline and make a figure of the most significant steps in the execution using a
method such as network analysis (sensing, judging). Backwards planning and task
investigation are also helpful techniques at this point. The plan is then implemented as
carefully and as totally as possible, next the steps as they have been urbanized and
making minor modification as suitable (sensing, judging).

THE REVIEW PHASE

The next step, evaluating functioning of the clarification, should be an

incomplete process. Some strength of mind as to wholeness of implementation needs
to be considered prior to evaluating usefulness. This step is often absent and is one
reason why the problem-solving/decision-making procedure sometimes fails: the
clarification that has been selected is simply not implemented successfully. However,
if the clarification is not implemented then evaluation of helpfulness is not likely to be
valid.

The next step of this phase is evaluating the usefulness of the solution. It is
mainly important to assess outcomes in glow of the problem declaration generated at

59
the beginning of the process. Affective, cognitive in addition to behavioural outcomes
should be considered, in particular if they have been recognized as important criteria.
The solution should be judged as to its efficiency (thinking, judging), its crash on the
persons concerned (feeling, judging), and the extent to which it is appreciated by the
participants (feeling, judging).

The concluding step in the procedure is modifying the solution in ways

recommended by the assessment process. Evaluation of the solution functioning in
addition to outcomes generally presents additional inconvenience to be measured and
addressed. Issues identified in terms of both efficiency and success of implementation
should be notified.

Table lists main aspects of character when bearing in mind attention to

individual differences throughout problem solving and decision-making. Each feature
of personality has a dissimilar compass reading to problem solving, dissimilar criteria
for judging the effectiveness of the procedure and selected alternatives, in addition to
different preferred techniques and strengths. These differences have to be measured
by both individuals and groups if effectual solutions are to be generated and
implemented.

1.6.7. ASPECTS OF PERSONALITY IMPORTANT FOR PROBLEM

SOLVING AND DECISION-MAKING
Criteria for Judging
Orientation Techniques Strengths
Effectiveness
Exterior Brainstorming
Introvert Extravert

Can "talk through" Attend to external

world of Thinking aloud
problem in assembly realism pay
public and ending
Works in "real world" attention to others
things psychodrama
Internal Internal logic, value Brainstorming Attend to internal
world of of ideas Desire to confidentially constancy of
thoughts reflect on problem Incubation solutions
Share private Focus to details
values, ideas What could go
Truth and Individual experience
Sensing

facts, Excess incorrect

details from Practicality of
Inductive Develop and
past and solutions
reasoning execute exact
current Conforms to values
unsystematic steps of
word technique clarification

60
 See relations and
Classify, classify,
Meaningfulness of links Expand
Deductive logic,
Intuitive Concepts and truth, details compound
Challenge
principles Solutions consider solutions
assumptions
potential for total circumstances Implications of
Imaging/
prospect Prospect for rude solution(s)
visualisation
originality Increase major
Synthesising
phases
Attend to internal
Organize,
and external
Thinking

Impartiality, Solutions create sense categorize

consistencies
Logic and based on facts, Analysis,
Estimate for
reason models and/or values Network analysis,
efficiency and
Task analysis
effectiveness
Share private
Estimate for
values Listen in
Feeling

Subjectivity impact on public

Solutions consider the direction of
Values as Evaluate in terms
collision on public others' values
well as affect of esteemed by
Values
participants
clarification
Classify possible
Decisions are Estimate PMI defects go behind
Organisation
Judging

prepared Solution can technique towards steps during

Structure as
be Implemented A the back execution
well as
gradually process to preparation Select Evaluate for
closure
follow single resolution effectiveness and
efficiency
Solutions are stretchy Brainstorming
and adjustable chance word
Perceiving

Data Develop
sufficient information method
assembly compound
provided in solution Outrageous
Processing solutions
mixture of aggravation
solutions Flexibility
alternatives Taking another's
considered viewpoint

1.6.8. ICT SKILLS FOR AND PROBLEM SOLVING

ICT skills designed for Information Problem-Solving set of courses presented

technology capabilities and identifies linked skills based on the Large 6 Skills
Approach. The set of courses describes levels of expertise proficiency, and in so
doing, promotes the skills along with concepts necessary to information as well as
technology. In an information civilization, it is essential that students are
technologically prolific and able to solve information problems competently and
efficiently. This set of courses requires more than coaching computer skills,

61
technology hardware and software programs in an isolated approach. An effectual
technology curriculum should be included across contented areas and grade levels to
get better the learning process. Technology is successfully integrated when it
flawlessly chains curricular goals. Students learn and purify their technology skills
when they work on projects that necessitate them to resolve problems in addition to
make decisions.

1. Task Definition

The first division in the information problem-solving procedure involves the

capability to distinguish that an information need exists, to describe the problem, and
to recognize the types and quantity of information needed.

In terms of technology, students will be capable to:

 Communicate among teachers concerning assignments, tasks, and information

problems by email; online discussions real-time communications, desktop
teleconferencing; and shared work spaces on the Internet, intranets as well as
local area networks.

 Create topics, describe problems and make easy cooperative activities among
groups of students nearby and internationally using email, online discussions
etc.,

 Define otherwise refine the information problem by graphic organising,

brainstorming or idea generating software. This includes developing a
examine question otherwise viewpoint on a topic.

 Use a common online information source, such as Wikipedia to study a topic

summary and elucidate the research subject.

2. Information Seeking Strategies

Once the student formulates the information difficulty, he otherwise she must
consider all probable information sources as well as develop a plan to find the
sources, community and government information, or additional forms of electronic
resources. Assess the need for plus significance of primary resources together with

62
interviews, surveys, experiments and documents that are reachable through electronic
means.

Identify Students will be capable to:

 Assess the significance and trustworthiness of a variety of types of electronic

resources for data gathering together with databases, commercial and Internet
online resources, electronic reference worksand apply exact criterion to
estimate computerised electronic resources.

 Categorize and apply particular criteria to make meaningful original

information gathering tools such as online surveys, electronic interviews;
otherwise scientific data gathering equipment such as probes, meters, and
timers.

 Assess the worth of email, online discussions, real-time communications,

desktop teleconferencing as well as combined writing, production, and editing
tools on the Internet as well as local area networks as part of a explore of the
current creative writing or in relation to the information task.

3. Location and Access

After students decide their priorities for information looking for, they must
locate information from a mixture of resources and right of entry specific information
found within individual resources.

Students will be able to:

 Locate and use suitable technology resources in addition to technology

obtainable within the school records information along with technology centre,
including resources on the library information and technology centre‘s local
area network.

 Locate and use suitable information technology capital and systems available
all through the school together with resources and technology obtainable
through intranets or local area networks.

63
  Use electronic orientation materials accessible through intranets or local area
networks, separate workstations, commercial online vendors otherwise the
Internet.

 Use the Internet otherwise mercantile technology networks to get in touch

with experts as well as help and referral services.

 Conduct self-initiated electronic surveys throughout email, listservs,

newsgroups in addition to online data collection tools.

 Use search engines, tools in addition to commands for searching commercial

databases and services.

 Use search engines, tools as well as commands for searching the Internet, e.g.
meta search tools, bots, directories, jump pages plus dedicated resources such
as those that search the Invisible Web.

 Use particular Web sites as well as search tools and commands that limit
searches by date, location, format, collection of evaluated sites otherwise other
criteria.

4. Use of Information

After finding potentially helpful resources, students must connect (read, view,
listen) the information to decide its significance and then take out the relevant
information. Students will be able to:

 Connect and operate the technology devices and networks essential to access
information; and read the guides in addition to manuals associated through
such tasks.

 Know and be capable to use the software and hardware necessary to view,
download, decompress plus open documents, files and programs from Internet
sites and records.

 Copy and paste information beginning an electronic source into a private

document complete with correct citation.

 Take notes and outline among a word processor, database, presentation or else
similar productivity program.

64
  Record electronic sources of information and get together the URL locations
of those sources in order to correctly cite as well as credit sources in footnotes,
endnotes and bibliographies. Include several online sites designed towards
track and store online resources.

 Use electronic spreadsheets, databases along with statistical software to

process and analyze statistical data.

 Analyze and sort electronic information in relative to the task, and refuse
information that is not pertinent or credible.

 Save and backup gathered information to protected locations (e.g. to an

external memory device or online/cloud storage).

5. Synthesis

Students must put in order and communicate the domino effect of the
information problem-solving effort.

Students will be capable to:

 Categorize and group information by a word processor, database or

spreadsheet.

 Use word processing and desktop publishing software to generate printed

papers, and apply keyboard skills equal to at least twice the tempo of
handwriting speed.

 Generate and use technology-generated graphics and art in a variety of print

and electronic presentations.

 Use electronic spreadsheet software to produce original spreadsheets.

 Create charts, tables and graphs using electronic spreadsheets and other
graphing programs.

 Use database software to generate original databases.

 Use presentation software to make slide shows as well as multimedia

presentations. Use websites and online services to create and split multimedia
products.

65
  Create media-rich presentations plus use projection devices to demonstrate
hypermedia and multimedia productions that comprise digital video, audio
files and active links to HTML documents or other programs.

 Create Web pages as well as websites using hyper text markup language
(HTML) in a text document otherwise by using Web page creation tools; plus
know the procedure to upload these pages to a Web server.

 Use email, ftp, shared documents, and other telecommunications capabilities to

issue the results of the information problem-solving action. Know particular sites
for sharing photographs, slide shows and multimedia presentations.

 Use dedicated technology applications as suitable for specific tasks (e.g. music
composition software, computer-assisted drawing and drafting programmes,
mathematics modeling software, scientific measurement instruments).

 Properly quote and praise electronic sources (e.g. text, graphics, sound and video)
of information inside the product in addition to footnotes, endnotes, and
bibliographies.

6. Evaluation

Evaluation looks on how well the finishing product meets the original mission
(effectiveness) and the procedure of how well students conceded out the information
problem-solving process (efficiency). Students may assess their individual work and
process or be evaluated by others (e.g. classmates, teachers, library information and
technology staff, parents). Students will be able to:

 Evaluate electronic presentations in terms of the content and arrangement; and

propose self assessment tools to help them assess their own effort for both
content and format.

 Use the spelling and grammar assessment functions of word processing; and
utilize other software to change and improve their work.

 Apply official principles and ethical behaviour connected to information

technology, patent, and plagiarism.

66
  Understand and stand by telecommuting manners when using email,
newsgroups, and other Internet functions.

 Understand and abide by suitable use policies and other school rules linked to
using the Internet as well as other electronic technology.

 Use email, real-time communications, desktop teleconferencing, and

combined spaces on the Internet as well as local area networks to exchange a
few words with teachers and others regarding their presentation on
assignments, responsibilities and information problems.

 Thoughtfully reproduce on the use of electronic resources and tools all

through the process.

 Use online resources in ways that protector privacy and increase users online
safety and security.

1.7. STATEMENT OF THE PROBLEM

Problem solving ability contributes major role especially in mathematics itself.

It is part of one whole area of the subject that has largely passed unnoticed in schools
around the world. Mathematics consists of skills and process. The skills which are
necessary that we are all known with. The researcher thinks the reason of this is
prospectus which did not focal point on problem solving. But fresh Mathematics
Curriculum is in good health for problem solving. It gives a opening to students to
solve problems in special ways by one. It is all about self-belief to student.

Learning hazardous Thinking skills can also improve student‘s academic

presentation. The capability to think obviously and reasonably is important whatever
we choose to do. The critical thinking is clearly important. But critical thinking skills
are not limited to a particular subject area. Being capable to think well and solve
problems methodically is an advantage for the entire career.

The technology practice makes the student stretchy education and it will be
clear and simple to everybody who will like to use it, and which will be well-
organized and it won‘t need a lot of remembrance, hence it will not take a bunch of
time to run in the smart mobile phone. The software will permit the students to look

67
for for certain mathematical topic in a phrase book and the description of that topic
will be displayed with the example.

Therefore the present research was projected and the title framed was
―problem solving strategies, critical thinking and usage of technology in learning
mathematics”.

1.8. NEED AND SIGNIFICANCE OF THE STUDY

The use of technology in learning mathematics instruction and teaching has

been a priority in India for the period of the last decade, but growth has been irregular.
A small percentage of college students in a few countries have entrenched technology
into the mathematics prospectus, and show high levels of effective and suitable
technology use to support and make over teaching and learning across a broad range
of mathematics subject areas. However, it is in near the beginning phase of
technology adoption, characterized by patchy clumsy provision and use, some
improvement of the learning process, some growth of e-learning, but no deep
improvement in learning. Such growth has been achieved at considerable price. India
has invested in practice of technology in learning mathematics in college gear,
connectivity, professional improvement and digital learning content.

Technology has giving the meaningful experience to students to achieve aims

and structure of realistic goals. Solving mathematics sums is a difficult problem. But
some students do not understand how important the study skills are necessary.
Problem solving has been given worth as a goal for mental improvement, as a skill to
be educated, and as a method of teaching in mathematics education. Dealing with
fresh and unusual situations and resolving the problems that such situations regularly
pose is the spirit of problem solving. Thus, problem solving involves much more than
the easy bear in mind of facts or the application of well-learned procedures. The
reason of this powerful importance given to problem solving instruction newly is due
to the characteristics and essential of problem solving not only for success in
everyday life, but also for the future of society development in the work force. This
research creates for interest in learning mathematics are increasing desires for
mathematical skills by using computer technology, at the same occasion find strategy

68
in learning mathematics, how to get better problem solving strategies and examine
how to inspire critical thinking and ability in modern society.

This study is planned to know what strategy frequently used in mathematics

problem solving, how to get better critical thinking level and how to make up usage of
technology in learning mathematics in college level.

1.9. OBJECTIVES OF THE STUDY

 To analyze undergraduate mathematics students usage of ICT level, Maths

problem solving interest and thinking level

 To assess the level of Problem-solving Strategies of undergraduate

mathematics students.

 To classify the level of critical thinking of undergraduate mathematics

students.

 To identify the level of usage of technology in learning mathematics of

undergraduate mathematics students.

 To study the differences in the level of Problem-solving Strategies of

undergraduate mathematics students.

 To investigate the differences in the level of critical thinking of undergraduate

mathematics student.

 To find out the differences in the level of usage of technology in learning

mathematics of undergraduate mathematics students.

 To compare the relationship between problem-solving strategies, critical

thinking and usage of technology in learning mathematics of undergraduate
mathematics students.

 To identify the strength, weakness, opportunities, threats, innovations of each

undergraduate mathematics course.

69
1.10. RESEARCH QUESTIONS

1. Whether the undergraduate mathematics students Problem solving Strategies

are identified?

2. Whether the level of critical thinking of undergraduate mathematics students

was classified?

3. Is there any impact in the level of usage of technology in learning mathematics

of undergraduate mathematics students?

4. Give is the relationship between problem solving strategies, critical thinking

and usage of technology in learning mathematics of undergraduate
mathematics students?

5. What are the select demographic variables tested?

1.11. HYPOTHESES OF THE STUDY

The hypotheses of the present study are

• The level of Problem solving Strategies of undergraduate mathematics

students is high.

• The level of critical thinking of undergraduate mathematics students is high.

• The level of usage of technology in learning mathematics of undergraduate

mathematics students is high.

• There is no significant difference in the Problem solving Strategies of

undergraduate mathematics students based on the select sub samples, viz.
Gender, Locality, Family type, College Type, Parents Income, Course
Pursuing, Birth Order, Age Group, Computer Literacy and Parents
Occupation.

• There is no significant difference in the critical thinking of undergraduate

mathematics students based on the select sub samples, viz. Gender, Locality,
Family type, College Type, Parents Income, Course Pursuing, Birth Order,
Age Group, Computer Literacy and Parents Occupation.

• There is no significant difference in the usage of technology in learning

mathematics of undergraduate mathematics students based on the sub samples,

70
 viz. Gender, Locality, Family type, College Type, Parents Income, Course
Pursuing, Birth Order, Age Group, Computer Literacy and Parents
Occupation.

• There is no significant relationship between problem solving strategies, critical

thinking and usage of technology in learning mathematics of undergraduate
mathematics students

1.12. DELIMITATIONS OF THE STUDY

This study is confined only to undergraduate mathematics students from

government, government aided and private colleges in Salem, Dharmapuri and
Krishnagiri districts of TamilNadu State. The sample size was 1500 undergraduate
mathematics students. Only three variables were taken viz. problem-solving
strategies, critical thinking and usage of technology in learning mathematics.

1.13. CONCLUSION

In this chapter, the investigator described the statement of the problem taken
for the research study, objectives of the study. The investigator also said how she
limited her field of research and organization of her thesis. In one second chapter, a
review of related literature and studies conducted in relevant areas will follow.

71