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SOUNDOFF
TECHNOLOGY IN THE CLASSROOM:
BEGINNINGS AND ENDINGS
By MARY ANN MATRAS, East Stroudsburg University, East Stroudsburg, PA 18301
technology.
home.
86
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puter.
A second challenge facing us has to do
with when to end the use of technology.
More particularly, it has to do with realizing
that having decided to use the computer or
calculator does not mean we have finished
with our consideration of the uses of calcu
mathematics.
mathematics education.
When do we begin to use technology in
the mathematics classroom? Whenever and
wherever the technology allows students to
do mathematics more efficiently and effec
tively. When do we end our explorations of
the use of technology in the mathematics
classroom? Not when we have learned to do
all the old things a little faster but when we
have found new ways to do mathematics and
ways of doing new mathematics while using
the technology to its fullest potential. And
that quest should keep us and our students
exploring and learning well into the twenty
first century.
REFERENCES
National Council of Teachers of Mathematics, Commis
sion on Standards for School Mathematics. Curricu
lum and Evaluation Standards for School Mathemat
ics. Reston, Va.: The Council, 1989.
National Research Council. Mathematical Sciences Ed
ucation Board. Everybody Counts: A Report to the
Nation on the Future of Mathematics Education.
Washington, D.C.: National Academy Press, 1989.
tions
Program evaluation
Use of technology in assessment
Assessment of teachers
1991.
February 1991_ 87
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