{"id":6082,"date":"2016-09-16T20:35:46","date_gmt":"2016-09-16T20:35:46","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/?page_id=6082"},"modified":"2016-10-05T16:29:38","modified_gmt":"2016-10-05T16:29:38","slug":"investing-in-technology-to-improve-mathematics-and-science-learning","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/introduction\/investing-in-technology-to-improve-mathematics-and-science-learning\/","title":{"rendered":"Investing in Technology to Improve Mathematics and Science Learning"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-introduction\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/timss-2015-20-years-of-monitoring-trends\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>TIMSS 2015: 20 Years of Monitoring Trends<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/timss-and-timss-advanced-in-2015\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>TIMSS and TIMSS Advanced in 2015<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/the-importance-of-country-and-school-contexts-in-making-international-comparisons\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>The Importance of Country and School Contexts in  Making International Comparisons<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/demographics-of-the-timss-2015-countries\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Demographics of the TIMSS 2015 Countries<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/timss-2015-achievement-results-and-context-questionnaire-data\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>TIMSS 2015 Achievement Results and Context Questionnaire Data<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/organization-of-the-timss-2015-encyclopedia\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Organization of the TIMSS 2015 Encyclopedia<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/highlights-of-timss-2015-curriculum-questionnaire-results\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Highlights of TIMSS 2015 Curriculum Questionnaire Results<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/instructional-emphasis-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Instructional Emphasis in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/updating-the-mathematics-and-science-curricula\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Updating the Mathematics and Science Curricula<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/investing-in-technology-to-improve-mathematics-and-science-learning\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Investing in Technology to Improve Mathematics and Science Learning<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/raising-the-requirements-for-mathematics-and-science-teaching\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Raising the Requirements for Mathematics and Science Teaching<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/highlights-of-encyclopedia-chapters\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>Highlights of Encyclopedia Chapters<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-post_type menu-item-object-page\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>Investing in Technology to Improve Mathematics and Science Learning<\/h2>\n<p>Technology is widely used in mathematics and science instruction at the fourth and eighth grades (Exhibits 20 and 21). At the fourth grade, most countries mention using Information and Communications Technology (ICT) in their mathematics curriculum guidelines, ranging from general suggestions about integrating ICT into instruction to specific uses that include problem solving, dynamic geometry, and representing data through tables and graphs. About one-fourth of the countries specifically mentioned using calculators, but sometimes this included restrictions (e.g., in England, calculators should not be used as a substitute for good written and mental arithmetic). A handful of countries had specific guidelines regarding whether calculators were permitted during tests. In science, the curriculum guidelines for ICT use tended to be general, but specifics were included in a few countries (e.g., simulate investigations, record and analyze information, stimulate creativity, and visualize abstract concepts).<\/p>\n<p>At the eighth grade, most of the TIMSS 2015 countries reported curriculum guidelines for incorporating technology into instruction across all subjects, and some made specific recommendations for ICT use in mathematics. For example: exploring functions, when doing operations on numbers, and analyzing data (Georgia); data analysis, graphical presentation, symbolic manipulation, and observing patterns (Hong Kong SAR); to support mathematics applications and problem solving skills (Ireland); and to explore problems, make calculations, and to present and interpret data (Sweden). For science, specifics about using ICT to support teaching and learning often mentioned making the subject more engaging, such as: using simulation or graphing software (Canada); to enliven teaching and learning (Hong Kong); animations, simulations, critical assessment of Internet-based information (Norway); facilitate collaboration (Singapore); and to enhance investigations and explorations (Slovenia).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Investing in Technology to Improve Mathematics and Science Learning Technology is widely used in mathematics and science instruction at the fourth and eighth grades (Exhibits 20 and 21). At the fourth grade, most countries mention using Information and Communications Technology &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/introduction\/investing-in-technology-to-improve-mathematics-and-science-learning\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":6050,"menu_order":9,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-6082","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/6082","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=6082"}],"version-history":[{"count":5,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/6082\/revisions"}],"predecessor-version":[{"id":6809,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/6082\/revisions\/6809"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/6050"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=6082"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}