School of One math program in New York City as one of the top 50 inventions of 2009.
math teachers appear to agree that their main challenges center around gaining access to already-existing tools and how best to weave them into students’ education. And just because there’s a lot to choose from doesn’t mean all the programs possess the same ability to teach math on a long-lasting, conceptual level.
“Basically, the research says when students have the ability to engage with multiple representations of a problem, then they are better able to apply these tools with problem-solving and reasoning,
“Just having access to technology is not enough,” Mr. Ellis continued. “It’s the role of the teacher or of the curriculum that’s essential. Although kids are quick to pick [technology] up, they’re not that quick at learning to relate it to a mathematical concept.”