Standards set the stage of expectations and provide a set of common goals for teaching. This lesson will introduce you to technology standards as described by the National Council of Teachers of Mathematics (NCTM) guidelines. These technology standards support mathematics content and process standards in the areas of: Numbers & Operations, Algebra, Geometry, Measurement, Data Analysis & Probability, Problem Solving, Reasoning & Proof, Communication, Connections, and Representation. As you review these standards, you will see examples of how technology can be effectively integrated in the secondary math curriculum to enhance and extend student learning while developing higher level critical thinking skills.

Technology Standards for Math Teachers

NCTM has developed a set of principles and standards that guide teaching and learning mathematics across grade levels. The goals include:

• understanding and acquiring the skills and knowledge needed to solve mathematical problems
• Having an in-depth knowledge of data analysis and statistics needed for today's technological world
• Developing reasoning skills for problem solving (NCTM)

Achieving these goals requires solid mathematics curricula, competent and knowledgeable teachers who can integrate instruction with assessment, education policies that enhance and support learning, classrooms with access to technology, and a commitment to both equity and excellence.

Throughout this module, you will learn more about the national guidelines and state curricula. The standards provide a framework for demonstrating a teacher's capacity to meet these standards.

NCTM is the premier professional organization for mathematics that provides leadership and service to the education community about the effective use of educational technologies. This international organization disseminates the latest research findings in education technology and provides a variety of practical resources for professionals in the field. Resources include information about curriculum and assessment, digital equity, professional development, and technology integration strategies. The NCTM standards that specifically identify technology implementation are found below.

"Teachers should use technology to enhance their students learning opportunities by selecting or creating mathematical tasks that take advantage of what technology can do efficiently and well—graphing, visualizing, and computing" (NCTM, 2000, p. 25)

Technology Standards for Middle & Secondary Students

Most advanced high school mathematics has rigorous, interesting applications in the world of work. For example, graphic designers routinely use geometry. Carpenters apply the principles of trigonometry in their work, as do surveyors, navigators, and architects. Algebra pervades computing and business modeling, from everyday spreadsheets to sophisticated scheduling systems and financial planning strategies. Statistics is a mainstay for economists, marketing experts, pharmaceutical companies, and political advisers. Internet resources can help build the skills students need in the Information Age and help them to become successful citizens and workers in this century and beyond. Specific NCTM/NCATE technology standards include:

Standard 6: Knowledge of Technology
Candidates embrace technology as an essential tool for teaching and learning mathematics.

6.1 Use knowledge of mathematics to select and use appropriate technological tools, such as but not limited to, spreadsheets, dynamic graphing tools, computer algebra systems, dynamic statistical packages, graphing calculators, data-collection devices, and presentation software

Standard 7: Dispositions
Candidates support a positive disposition toward mathematical processes and mathematical learning.

7.6 Use of various teaching tools including technology

Rigorous, Relevant, and Relationships

This is the underlying theme driving the development of Michigan's Grade Level Content Expectations (GLCEs) for middle and high school mathematics. Based on research and best practice, the standards identify the knowledge and skills that will prepare students for college and the workplace. The GLCEs are also closely aligned with the National Council of Teachers of Mathematics Principles and Standards (2000).

You can find the GLCEs and other related documents on the Michigan Department of Education (MDE) website. As part of your professional preparation to become math teachers, you are probably already familiar with the content standards for your grade level. As you proceed through this module, begin to think of ways that technology can help support your teaching and students' learning.

In Grades 6-12, math content is organized around four main categories. In each area technology can be used as a tool to aid student understanding and provide tools for solving real world problems. Categories are listed below. Let's take a look at some examples in these categories:

• Quantitative Literacy & Logic
• Algebra & Functions
• Geometry & Trigonometry
• Statistics & Probability

Now that you have a good foundation of what you and your students should be able to do using technology, the next lesson will explore several technology resources available to support teaching and learning mathematics.

Additional Resources

High School Mathematics Content Expectations (pdf)