Running head: DIVERSE LEARNERS 1

Literature Review - Domain B: “Tech-Knowledgy and Diverse Learners”

Maria Laique

National University
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Abstract

This article describes how we can use different ways to leverage technology by

integrating cognitive tech tools to promote critical thinking and problem solving. It also

provides examples of how they have been used. These tools play a pivotal role in the classroom

by enhancing math for special needs learners and other diverse learners.
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Literature Review – Domain B

Today’s classrooms are more diverse than ever; one classroom can be filled with students

with a wide range of strengths, interests, and needs due to their cultural, linguistic, and socio-

economic backgrounds as well as their disability status. While every learner certainly has unique

qualities, all people need to process and apply information as part of the learning process. This

article describes how integrating technology tools in the classroom can improve critical thinking

and problem solving skills, especially of diverse learners. “Traditionally, special education

students have difficulty with the metacognitive aspect of problem solving, such as identifying

and selecting appropriate strategies, organizing information, monitoring problem-solving

processes, and generalizing strategies to new situations” (Suh, 2010, p. 445).

Case Study

In this case study, with middle-grades teachers collaborated on a lesson study where it

had been planned, taught, observed, and then debriefed. The lessons focused on promoting

algebraic connections. They chose to do algebra because it is an important prerequisite to

understanding more abstract mathematics. Some research has shown that technology has had the

greatest impact on algebra activities with middle school and secondary-level students. A variety

of technology tools were used and implemented to diverse learners. They used these tools to

help them analyze rates of change, build rules for linear functions, and balance equations using

the virtual balance scale.

Conclusion

Students benefited from these unique cognitive tech tools, which can provide a variety of

learning supports for special needs students and ELLs in math class. Using the graphs, tables,

simulations, and applets allowed students to think and reason about rates of change, linear
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functions, and balancing equations. When given the opportunity to work with student partners,

students were more engaged in mathematical discourse. “Unique features of the virtual

tools enabled special needs students to off-load the task of maintaining both pictorial images and

symbolic notations as the images and notations changed in response to the students' input.” (Suh,

2010, p. 447). This allowed students to focus more on the mathematical processes and

relationships and make sense of the mathematics. The potential of these tools, used in lessons

where teachers and students. are engaged in meaningful math discussions, is important to

explore for special needs learners.

References

Suh, J. (2010). Tech-Knowledgy and Diverse Learners. Mathematics Teaching in the Middle

School, 15(8), 440-447. Retrieved from http://www.jstor.org/stable/41183517