In the Mathematics Classroom University of Houston-Downtown March 5, 1999 Cynthia Lanius |

Debates always rage in educational circles. Should we go back-to-basics or employ child-centered learning? Should we use calculators, or do all calculations by hand? Do we teach rote learning or critical thinking?Is it really an either/or situation? Is it really all or nothing? Do we always have to swing from one extreme to another?

Technology can be a valuable tool in mathematics classrooms, but it is not the end-all, do-all in mathematics, and it should

replace all other effective tools, manipulatives, for example. Technology should be integrated as another tool that teachers use. Deciding which tool is most effective in different situations is a part of the art of teaching. Central to the issue, is that it's the learning ofnotthat should drive the instruction, and not the technology or other tools.mathematicsThe web can provide a rich source of this type of mathematical activity. All of the activities in this session can be found on the web at http://math.rice.edu/~lanius/Lessons. All are student-centered activities that integrate creativity, technology, and manipulatives to develop important mathematical concepts.

Right Hand or Left
| Pattern
Block Fractions
| Polyominoes
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Million $ Mission
| Calendar Fun
| Handsqueeze
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Power Cards |
| Rectangle Patterns
| Fractals | |||||

| Golden Ratio | Volume Experiment | School-Bus Geometry |

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