Through detailed lessons and
examples, discover how to integrate technology to amplify and enhance your K-5 mathematics
teaching and drive student learning.
Instead of drill-and-practice apps and worksheets, what if technology enabled
exploration of math concepts? Instead of screens for disconnected individual
learning, what if technology fostered mathematical discourse and collaboration?
Instead of a one-size-fits-all approach to teaching mathematics, what if we used
technology to differentiate to meet students’ diverse needs?
Technology has the power and potential to support the teaching and learning
of math content at all grade levels, but the presence of technology is
insufficient unless it’s paired with effective teaching practices and meaningful
content. This book poses and unpacks the above questions and many more, with
examples that illustrate how to integrate technology in the K-5 math classroom,
highlighting opportunities to transform mathematics teaching through strategic
• Illustrates two contrasting examples
in each chapter, including transcripts of sample class conversations,
mathematical tasks, illustrations of student work and reflection and discussion
• Features discussion of research-based ideas relating to the
contrasts presented in the chapters, encouraging readers to connect what they
learn from the specific cases with the research on these topics.
• Covers a
variety of mathematics content areas such as functions and algebraic thinking,
geometry and measurement, and data and statistics.
• Provides strategies for
implementing the concepts in class, with ideas and examples of tools based not
on how they look but what they can do in your mathematics teaching.
Today’s technology offers more possibilities than ever for supporting
students in mathematics. This book draws upon the latest research in technology
and math education, while providing tools to incorporate effective strategies
into curriculum right away.
About the Author
Amanda Thomas, Ph.D., is an assistant professor of
mathematics education in the Department of Teaching, Learning and Teacher
Education at University of Nebraska–Lincoln. She received her doctoral degree in
2013 from the University of Missouri–Columbia. Her research focuses on teachers’
use of mobile technology in elementary mathematics classrooms. She’s also
interested in STEM education and supporting teachers in innovative STEM