A mathematics classroom is a classroom that provides practical experience in mathematical skills and serves as a bridge to the real world of jobs and responsibilities as an adult
A mathematics classroom is a classroom that provides practical experience in mathematical skills and serves as a bridge to the real world of jobs and responsibilities as an adult. It is an environment that goes beyond memorization into a world of reasoning and problem-solving. The mathematics classroom is a forum that provides interplay between the mathematics teacher, the learner, the content which hinges on mathematics and the learning experience includes all that is done to facilitate understanding by the learner (Gladys & Deme, 2016). In order to support such environment, teachers need an in-depth understanding of mathematics (the content), teaching and learning (the pedagogy), and technology (e.g. MATLAB). This means that as teachers think about particular mathematics concepts, they are concurrently considering how they might teach the important ideas embodied in the mathematical concepts in such a way that the technology places the concept in a form understandable by their students (Chai, Koh & Tsai, 2013; Handal, Campbell, Cavanagh, Petocz & Kelly, 2013).
In the 21st century society, true learning requires being able to use new technologies, not simply to enhance the ability to memorize and repeat facts, but to gather, organize and evaluate information to solve problems and innovate practical ideas in real-world settings (Jimoyiannis, 2010). In developed countries (e.g. USA, UK, etc.) technology is one of the fundamental principles forwarded by Principles and Standards for School Mathematics (PSSM) in order to assure quality education in mathematics. Nowadays, software is recommended to enhance mathematical thinking and claims that technology is a prominent principle that is intertwined with mathematics (Ferrini-Mundy, 2000; Van de Walle, 2007). Technology is used at all school levels and across all disciplines, particularly mathematics. Mathematical software packages have greatly evolved in the last (Lavicza & Papp-Varga, 2010). In order to bring a concrete and experimental approach to mathematics class, it plays a vital role. Especially, utilization of different software becomes one of the important elements of computer-assisted instruction. In order to be successful in computer-assisted mathematics instruction, one must choose appropriate software for a given topic that will be covered in the course.