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ERIC Number: ED445908
Record Type: RIE
Publication Date: 2000-Feb
Pages: 12
Abstractor: N/A
Mathematical and Technological Literacy: Developing an Integrated 21st Century Model.
Pugalee, David K.; Chamblee, Gregory
Mathematical literacy has become a 'buzz word' for describing those mathematical abilities, which are essential for any individual to function in our increasingly technological world. Despite the widespread use of the term, there is no real consensus about what being mathematically literate entails. A working group met during this AMTE conference to explore the issue of how technological literacy supports mathematical literacy. Considering a proposed model of mathematical literacy, which included processes (problem solving, reasoning, representing, and manipulating), and enablers (values, technology, and communication), the working group raised questions and discussed perspectives about the relationship between technology and mathematics. While the working group raised questions about the complexity of the construct and the difficulty in identifying common standards for all students, the group did provide important perspectives on the role of technology in providing rich mathematical environments which promote exploration and analysis of mathematical concepts. The members agreed that technology provides a tool for looking at problems in new ways. Further, the working group indicated that there is not an adequate framework, which promotes understanding and application of technology in the mathematics classroom. Too frequently teachers are left to define for themselves what the 'appropriate use' of technology is in their classrooms; therefore, mathematics teacher educators and others in the mathematics and education communities must continue to define the issues and provide perspectives so that all students can have equal opportunities to develop mathematical literacy. (Author)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Mathematics Teacher Educators (Chicago, IL, January, 1999).