Numeracy and Technology

The usage of information and communication technology has advanced to a point in our day
where it is practical for daily use. Telephones and computers have been around for years. Others
are more recent additions, including cellphones, digital TVs, and robots. These days, these
technologies are not only in households, but also in schools, where teachers and students are
introduced to them in numerous ways.
The teaching and study of mathematics are greatly aided by the usage of ICT in our school today.
However, it can only truly offer support where a practical attitude is taken while using it. We
will investigate and examine how to use ICT in the math classroom where it helps teachers
demonstrate and explain mathematical ideas as well as helping students develop their
mathematical knowledge, skills, and understanding. This is the ultimate goal of developing
student ICT capability tools to enhance this approach.
ICT gives teachers the chance to take advantage of the notion that it can aid pupils in visualizing
mathematical ideas and concepts. It can offer teachers and students resources to assist them focus
on the curriculum's learning objectives rather than getting sidetracked by other problems.
Finally, despite the fact that there is technology in math education that allows students to review
and consolidate their mathematical skills, such as "drill and practice" applications, this is not the
main focus because it does not allow students to completely develop their ICT potential.
What is the connection between ICT and numeracy?
We must investigate this query from two angles in order to provide a response. The needs of the
math curriculum determine how ICT and numeracy are connected. Software such as Microsoft
Excel, which handles numerical summarization and other mathematical operations, is being
introduced.
We must also realize that a student's ability to use ICT to conduct mathematical operations and
create graphs entails much more than just employing certain techniques and skills. The cognitive
abilities required to determine whether ICT is the most efficient way to accomplish a goal and
which ICT tools are suited for the task are part of developing student ICT competency in
mathematics.
We must keep in mind that this choice requires more than just ICT expertise. It does, however,
require understanding of mathematical principles and procedures as well as metacognitive
knowledge (knowing that you know), or the ability to work quickly and accurately with numbers.
We must have a thorough understanding of ICT ideas and how they relate to the math curriculum
if we are to establish an integrated strategy to teaching with ICT in the mathematics key learning
area that is effective rather than just tack it on as an extra activity.
Clear objectives must be established for each classroom activity, and if you intend to build
student ICT proficiency before using ICT in math learning, then the students can concentrate on
the particular math objectives. We would find it challenging to explain spreadsheets without also
incorporating number activities.
The knowledge, abilities, and comprehension in the subject area of math, in addition to other
subject areas covered in the curriculum, are closely related to ICT capability. Therefore, focusing
solely on developing ICT skills and math knowledge would not be beneficial. In using ICT
required a change in emphasis between the ICT objectives and the learning objectives.
Furthermore, there might be a contradiction between these two goals when evaluatin. But this is
accomplished through deliberate teacher interventions.
There are a variety of options available when using ICT in math. The ideal course of action,
though, is to make sure that students have control over the technology and make the decisions,
since this will help them to develop higher order thinking skills.
These options show how ICT can be used by students as a tool to carry out computations,
create graphs, and assist in problem-solving. The most visible instance of pupils using ICT in
this way is when they use a calculator or a device similar to it to execute more difficult
mathematical operations. However, problems can be solved via tests, improvement, or retrieval
procedures using spreadsheets, computer algebra systems, or graphical calculators. Instead of
using algebra to solve an equation graphically, math students can use graphing calculators or
graph plotters.
Yes. There is a technology that teaches maths. They defeat the purpose of understanding
how to integrate teaching in math.
The advantages of using ICT in maths
1. It enhances student learning of maths; using the computer and its software, the level of
understanding and the knowledge.
2. It motivates them to learn maths; that in teaching, not only numbers but the skills of using
the technology
3. It develops student ICT capability.
4. It promotes critical thinking skills

Therefore, the appropriate ICT tools can offer a conceptual building block kit that can transform
students' mathematical understanding and practices across the program. For instance, there are
numerous chances to integrate ICT into the curriculum and to build ICT proficiency.
It's important to keep in mind that employing ICT in elementary and high school math
instruction also necessitates a change in teaching methods. It is never simple to incorporate ICT
into worthwhile subject-related learning activities. In order for students to not only build ICT
proficiency openly alongside mathematic learning but also comprehend that they perceive
technology while using it in math as a tool, a variety of pedagogical approaches must be used.
It is obvious how the teachers' instruction and students' learning are impacted by the fast
expanding usage of ICT in math classrooms. Computers can provide dynamic visual graphics
that can make some mathematical topics more accessible to a larger audience. Can ICT,
however, have an impact on not only how we teach, but also what is taught and what is learned?
This essay examines the effects of computer use on students' mathematical conceptual
development.
If scientific knowledge, abilities, or concepts promote the effective teaching of ICT curricular
objectives, decisions about when and how to assist with teaching ICT will be made accordingly.
ICT use should enable instructors or students to engage in activities that advance their
proficiency.