In today’s classrooms

students need many ways to learn. Most students have a very difficult time understanding mathematical concepts. Many

students, regardless of a good understanding of mathematical

concepts, are having a difficult time at computing. As students’ progress from kindergarten

to eighth grade, they should become increasingly proficient in mathematics.

Proficiency should enable them to cope with the mathematical challenges of

daily life and to continue their study of mathematics in high school and beyond

(Kilpatrick, Swafford, & Bradford, 2001). With the demands of accountability

for achieving the goals, it is imperative for leaders’ school to implement math

programs designed to move students toward proficiency.

The following math lab will provide a

strategic direction and establish specific action steps to implement

instructional technology to improve learning and teaching within the school. Before

implementation of a math lab it is important to effectively communicate a technology

vision; the vision will help teachers understand how technology will impact student

academic growth. The first step in successful technology implementation is having

a clear understanding that change needs to happen inside the school. Emphasize

to teachers the development of a technology learning environment will enable

all students to pursue their individual curiosities and become active

participants in setting their own educational goals, managing their own

learning, and assessing their own progress.

Many teachers will be resistance to change;

therefore, it is imperative that all teachers be identified and involved in the

process. When the vision is expressed in ways that are meaningful, teachers are

more likely to share in the vision. Once teachers understand the technology

vision then implementation can start. The next step in implementing a math lab

is to identify the student target group(s) and the number of students that will

use the program. Also, identify the type of needs to be addressed. Identify the

teachers that will participate with implementation and their roles, how will

students be scheduled to share the lab, describe the operation of the learning

environment: that is, classroom, mini lab pod, resource room, etc. in which

these computer systems will reside. Create a standardized pre/post assessment

instrument identified for use in the math lab.

The math computer lab will be implemented

for grades K-5th the primary purpose for the math lab will be to differentiated

classroom instruction on a weekly basis the labs will be an additional way for

students to learn the material. While people of all ages increasingly use

technology for routine tasks, children are among the most frequent users of

technology (Kaiser Family Foundation, 2010). Therefore, technology plays a pivotal

role in the learning progression of all students. Teachers will be informed of

the math lab for their students and the importance of utilizing the math lab during

their designated times. The math lab will focus on seven general goals for all

students: learning to compute accurately, becoming a mathematical problem

solver, learning to use technology as a tool for mathematical problem solving,

learning to communicate mathematically, learning to reason mathematically,

valuing mathematics, and becoming confident in one’s ability to do mathematics.

To achieve these goals, students will be exposed to the district’s state standards-based

curriculum.

The curriculum will provide students with

options to master and apply their knowledge and comprehension of mathematics strategies

by encouraging the use of technology. The math lab will provide students with the

gadget for administeing concepts in a variety of contexts, thereby breaking the

artificial isolation of school subject matter from real-world situations. Technology

has changed and will continue to change that’s why it is so important to continue

to infuse technology in mathematics. The use of software technology programs in

the classroom and specifically in mathematics are designed to amplify the

students’ visual and mental capacities (Berge, O. & Slotta, J. (2007).