Blog Post Six - Games and Simulations

Link to Simulation: GeoGebra

I chose to focus on math simulations for this assignment because I feel as those these are less common and less well known when compared to math games. I found GeoGebra as an open source math simulation program when searching for a simulation or game to examine through this assignment. All of the GeoGebra images and descriptions are resulting from my own experience in creating a log-in and playing with the software myself.

               

(These images show the calculators function to use tools for graphing shapes and lines as well as formulas for representation of those figures.)

GeoGebra.org is an online math simulation website, with a downloadable app version, which offers two main functions. The first function within GeoGebra is its “calculator.” I place the word calculator in quotation marks beacuse it is so much more than that. The calculator function holds many different options as listed below:

- Graphing functions in 2D and 3D

- Graphing shapes in 2D and 3D

- Creating and manipulating shapes using basic construction tools and transformations

- Setting up probability distributions

- Proving a scientific calculator

- Offering tables and spreadsheets for appropriate functions

The second feature of GeoGebra is the math resources. Choosing between topics such as algebra, geometry, measurement, number sense, operations, and probability and statistics, GeoGebra offers both exploration and practice simulations on a large variety of different math topics from fourth to twelfth grade. Choosing an exploration simulation will allow the user to investigate specific mathematical theorem by adjusting measurements or quantities to see how it effects the outcome. On the other hand, a practice resoruces simulation will allow the user to apply knowledge to practice questions in a particular topic. These practices allow the user 3 attempts at answering a problem. If the second attempt is wrong, the software will provide a hint to aid the user in finding the answer. However, if the third attempt is wrong the software will provide the user an explanation of how to solve the problem as well as the final answer.

(This video shows a simulation which demonstrates a geometric theorem regarding how not matter how a polygon is manipulated, the sum of it’s exterior angles is 360 degrees and makes a circle.)

                    

(The left image above shows an example of how the software offers a hint after the second wrong answer in the practice simulations whereas the right image demonstrates how the software explains the problem after the third incorrect answer.)

As I have just found GeoGebra and this is my first exposure to it’s uses for simulation within mathematics classrooms, I truly believe it’s opportunities are endless. Of course, simulations have been found for a variety of uses within the educational world. For example, Bradley & Kendall (2015) discuss how computer simulations can be used in teacher education and training teachers in bullying prevention, classroom management, identifying at-risk students and many other topics. Such simulations are not intended to be a substitue for hands-on classroom experience, however they do have the capacity for providing specific skill-building lessons to teacher candidates (Bradley & Kendall, 2015). However, I beleive that simulations, such as GeoGebra, represent how simulations of mathematic concepts have the capacity for changing how students learn content in their classrooms as well. Where Bradley & Kendall (2015) discuss teacher simulations and how they change how we prepare teachers for situations they will encounter in the field, I believe that GeoGebra and simulations similar to it have the capacity to offer the same opportunities and benefits for students. GeoGebra simulations provide students the unique experience of experimenting with the different properties and theorems that they learn about in class. Many math teachers, such as myself, struggle to find ways to provide students situations where they can experience and visualize math concepts and theorems in easy to understand ways. Much like how Bradley & Kendall (2015) discuss how teacher simulations can provide teachers the opportuntiy to experience situations they may not otherwise be able to practice with in an actual classroom, GeoGebra simulations offer students the opportunity to visualize principals that may not otherwise be easily replicated in the classroom. While it may not be a game per say, GeoGebra does offer a low-stakes opportunity for students to experience relevant simulations to visualize and understand math concepts as they are discussed in class.

While I do believe GeoGebra can be integrated throughout an entire course of study and has appropriate benefits within a variety of concepts and topics, one specific area I can see myself implementing GeoGebra is in discussions of geometry. For example, New York State Next Generation 8th grade math standard “NY-8.G.1 Verify experimentally the properties of rotations, reflections, and translations.” (New York State Department of Education, 2017, 102) Typical mastery of this standard would include having students practice preforming reflections, transplantions and rotations on a paper coordinate grid in an effort to hopefully help them understand that lines match to lines and angles math to angles during all transformations. However, many students tend to loose sight of this understanding because visualizing such theoretical concepts can be difficult, especially on coordinate planes when students are not necessarily comfortable with the concept. However, GeoGebra has a large variety of simulations and practice problems in the area of geometric transformations in addition to the capacity to preform transformations on a coordinate grid through the calculator function. 

(A scroll through of the 6-8th grade math exploration and practice resources for transformations.)

In introducing transformations, I would likely set up classroom activities using small group stations around the room. Ideally, one of these stations would be dedicated for students to experiment with GeoGebra explorations such as “Translating Figures” and “Angle Measures of Rotated Figures,” which are two of the available exploration simulations. My objectives for this station would be: using GeoGebra simulation software students will be able to explain how moving a shape does not change the length of the shapes sides or measure of the shapes angles. In order to further cement the visualization of these simulations I would also have students write/draw the simulation transformations and shapes on their own piece of graph paper that they can later reference in review. These simulations would act as a strong introduction to the concept of translations and rotations as well as the idea that such rigid motions do not change the size of the shape that is being transformed. Finally, I would also have students assess their knowledge after experimenting with these simulations by participating in the “Angle Measures of Translated Figures” practice resource on GeoGebra and further inform them to document their use and answers of this practice resource.

(Images of the “Translating Figures” and “Angle Measures of Rotated Figures” GeoGebra exploration simulations.)

When considering how I would implement GeoGebra within the class, and more specifically within this activity, there are several factors to consider. Firstly, I would aim to scaffold student usage of GeoGebra by demonstrating the program to the class and doing an “I do, we do, and you do” introduction and examples of how I expect them to use the program and document their use on graph paper. While it is not mandatory that users create accounts for GeoGebra, because of how frequently I would like to use the application I would likely have my students set up GeoGebra accounts in the beginning of the school year. Additionally, if students require differentiation I can also select lower-level or higher-level simulations for them to utilize as alternatives to these simulations. Because GeoGebra offers simulations for grades 4 through 12 there are a variety of opportunities for differentiating content by assigning students to do different simulations based on their skill level. Additionally, I would consider showing high-achieving students the calculator function of GeoGebra and inviting them to use that function to create and document their own transformations as another form of differentiation.

(Image of the “Angle Measures of Translated Figures” GeoGebra practice resource. This resource shows how the image is translated visually by moving the image across the screen in real time and then asks the student to fill in the blank of angle measures in the new image.)

Finally, student literacy practices and learning goals with GeoGebra can be assessed through both their submission of documentation from using the program as well as student reflection journals. Students can reflect on their experience with GeoGebra and the course context qualitatively in their reflection journal which can be reviewed by the teacher. Additionally, I would have students submit their documentation of their GeoGebra use as qualitative data towards assessing their completion of literacy practices and learning goals. 

Overall, I am so glad I found GeoGebra while searching for math simulations for this assignment. GeoGebra has endless opportunities for implementation of simulations through exploration and calculator functions as well as practice opportunities. This simulation program is something I look forward to using in the future! 

References

Bradley, E.G., Kendall, B. (2015). A review of computer simulations in teacher education. Journal of Educational Technology Systems, 43(1) 3-12.

New York State Department of Education. (2017). New York State Next Generation Mathematics Learning Standards. https://www.nysed.gov/sites/default/files/programs/standards-instruction/nys-next-generation-mathematics-p-12-standards.pdf#page97

Blog Post Five - Digital Tools and Platforms

    The first platform I am interested in discussing as an educational tool is Instagram. Instagram is a multi-faceted social media application which allows users to complete a variety of tasks through various methods of sharing content. Instagram could be considered a form of microblogging as it allows for users to share communication, photos, and videos while also engaging with each other through comments and reactions. In my experience, Instagram is not currently widely used in the educational environment. However, Web 2.0 tools such as social media are experiencing a greater push to be included in educational curriculum because they benefit student engagement, critical thinking, collaboration, creativity, and innovation skills (Ledgerwood, 2022). Given the strong benefits of including social media platforms such as Instagram into curriculum there is reason to believe that the use of such platforms in curriculum will increase within upcoming years as schools increase their teaching of digital literacy.

    The levels of engagement on Instagram are multifaceted. From one perspective, engament can occur through the use of posts, stories, and reels. Posts, stories, and reels are created by the user to share content with the wider community. Posts and reels will appear on a users profile indefinitely whereas stories may only last 24 hours unless they are highlighted to remain on a users profile. These forms of engagement can allow students and teachers to share images and videos with corresponding captions. Additionally, these forms of engagement also allow students and teachers the opportunity to comment on and react to each others content. Such usage allows for teachers to create assignments and assessments based in blog settings where students are sharing what they’ve learning through multimedia resources and reflect on each others content. Additionally, direct messaging features of Instagram allow users to communicate with each other directly in groups or private chats. This could allow students a means of communicating with their teacher to ask questions as well as their peers to collaborate on assignments and content. Finally, Instagram has a Shop feature that allows creators to buy and sell materials. Teachers could create a classroom shop to help parents and students navigate, access, and purchase required course materials. Each of these aspects allow for different types of communication, collaboration, and consumption of content amongst the many invested stakeholders of a students education. By allowing accounts to remain private or public there is opportunity for teachers and students to create a closed circuit community in which they communicate with each other without outside influence, if that is desired.

(Image of the Instagram app icon)

    Instagram brings its own new methods of communication because it promotes a unique way of communicating knowledge and giving students the opportunity to communicate in various contexts (Ledgerwood, 2022). As previously stated, instagram allows for public communication by reacting or commenting on posts and reels as well as prive communication utilizing one-to-one or group direct messaging. Within the classroom this can support students ability to discuss project and share ideas with each other while also reflecting on each others content and ideas. However, outside of the classroom this can allow students to engage with external creators content through comments, reactions, and direct messaging in order to create a larger audience of learners. The utilization of social media in curriculum allows students the opportunity to collaborate on tasks and goals in a way where they can collectively accomplish something as a group by sharing ideas, creations, and resoruces with their larger audience (Ledgerwood, 2022). Additionally, Instagram has influences on consumption of content. Social media presents greatly increased opportunities for student engagement because social media tools in the classroom allow students to learn through doing, creating, and evaluating (Ledgerwood, 2022). However, on Instagram students are able to see what others are doing, creating, and evaluating as well. By following people of interest or discovering new people on their explorer page, students are able to consume content from a specific audience or greater collective of community by utilizing Instagram to view their content. Additionally, the search feature of Instagram allows users to search for specific people or accounts as well as types of content by using hashtags or key word searches. Public accounts allow other users to view and learn from all of their content whereas private accounts require that users are approved by the account owner before the user may view their content.

    Instagram, as with other social media platforms, has a variety of positive effects on student learning. As previously stated, integrating social media into curriculum has the capacity to benefit student engagement, critical thinking, collaboration, creativity, and innovation skills (Ledgerwood, 2022). Following the learning theory of connectivism, social media platforms such as Instagram promote learning that occurs when learners connect to knowledge through the use of digital technologies and participate within learning communities to share and build their knowledge (Ledgerwood, 2022). However, there are concerns regarding the privacy of this learning method. Instagram is a public platform that is not limited to school use, thus meaning that there is an endless supply of users from across the globe with access to the content that is posted on the social media application. Teachers should be aware and mindful of the concern that students may not be comfortable sharing their knowledge for media due to the public nature of Instragram as a tool (Ledgerwood, 2022). However, accounts can be made private and there are other opportunities for students and teachers to adjust the usage of Instagram to create a more private experience for classroom users in collaboration with familial guardians.

(Elantum Digital, n.d.)

    Instagram utilizes a variety of literacies. Basic computer skills, network literacy, digital problem solving, and media literacy are all necessary in pursuing the uses of Instagram. Basic computer skills incorporate ones ability to control a digital device and use it to complete a task (Vanek, 2019). Because Instagram is accessed using a computer or phone, there is a certain level of basic computer skills that are necessary in order to navigate to the application and within the application. Network literacy is based on the concept of connectivism and involves the idea of how to learn from and through social media platforms in a way that hones in on skills necessary to access and curate information as required by social networks (Vanek, 2019). Digital problem solving is the ability to “navigate and use multiple digital resources to accomplish goals across domains, including work, personal interests, educational pursuits, social and professional networking, civic participation, and for future uses not yet conceptualized.” (Vanek, 2019, 2). Because Instagram can be used for personal reasons as well as educational and work related, there is a need for being able to successfully navigate it across such domains as required by digital problem solving. And finally, media literacy is focused on finding, evaluating, using, and communicating information through a range of media found online while also accounting for the production skills of such media (Vanek, 2019). These forms of literacy are all used in tandem to create a user that is comptent in digital literacy on Instagram.

    Finally, as previously mentioned, there are many uses for Instagram in the educational environment. Much as I sit here writing this blog using multimedia representation of my learning, Instagram can be utilized in a similar way. Offering diverse opportunities for student assessment of knowledge through blogging, video creation, and learning demonstration, Instagram can likely be best utilized as a means for students to share what they have learned. Additionally, Instagram can be utilized as a means of group communication for a whole class, small groups, or individual conversations amongst students. Through direct messaging as well as public reactions and comments, students can be encourage to engage with each others research and knowledge while also learning for themselves. I truly believe this platform can be adapted to meet nearly all goals an educator has for their students because it has such a diverse opportunity for engagement. Additionally, parents could easily create accounts to also monitor their students engagement with a course and help their student navigate discussions of safe internet practices. Overall, Instragram is an untapped world of digital literacy where students, teachers, and parents can benefit from all that it has to offer in curriculum.

(Skyliftmarketing, 2025)

    The second platform I would like to discuss is Google Classroom. Because Google Classroom is much more widely used in educational environments when compared to Instagram, I will keep this conversation much more brief and based off my own experinece with Google Classroom. Google classroom is a space where parents, teachers, and students can communicate with each other as well as access posted material. The main function of Google Classroom within eduction is to act as an online classroom space where students can access content digitally. 

    Parents can engage with Goggle Classroom by monitoring student completion and submission of work as well as accessing teacher posted content to help support parent understanding of what is being discussed in class. Additionally, students use Google Classroom to digital access course content as well as submit assignments online in the electronic format and access a variety of resources as posted by the teacher. And finally, a teacher utilizing Google Classroom may choose to post some or all of their course content to the platform digitally so that students can access it whenever they please, whether that be at school or at home. Teachers can also assess student assignments and grade them, directly from the google classroom application. Google Classroom is most effectively used by schools that integrate all Google platforms (such as Gmail, Google Docs, Google Slides, and others) into their educational pursuits. Students and teachers can communicate with each other on Google Classroom through their classroom stream, private comments on specific assignments, and through outside Google resoruces such as Gmail or comments on individual Google documents that are submitted to Google Classroom. Google classroom is less effective as a space for students to interact with each other as it is for a space where students can interact with their teacher. Most information is consumed on a teacher-to-student or student-to-teacher basis. Teachers can post content for students to consume and engage with. Additionally, students can submit content for teachers to assess. However, depending on the permissions that a teacher allots their students, students may be able to post and respond on their classroom stream in a way that supports class-wide discussions. In my experience the most positive effects of Google Classroom is it’s ability to allow teachers to create a digital space where students have around the clock access to course content and discussions as well as additional resources. However, limitations become evident if a district does not fully invest in all other Google resource. Because Google supports it’s own applications and practices through the use of a Google account, Google Classroom is almost useless if a school does not also utilize the other aspects of Google such as Google Documents, Slides, email, Chat, Meets, and all others. However, the opportunity for around the clock engagement through digital means and access to resources is evident if the school properly accepts all aspects of Google network. In terms of privacy and safety, Google Classroom is limited to exist solely within the educational institutions environment. Teachers and students have the ability to determine the level of privacy within their communication and submissions amongst each other. There is much less concern with privacy when considering the use of Google Classroom for assessing student knowledge as compared to other applications such as Instagram.

    

(Image of the Google Classroom Icon)

    As with any digital platform, Google Classroom Requires a variety of literacies. Basic computer skills, digital problem solving, information literacy, and media literacy are all necessary in successful navigation and use of Google Classroom. As basic computer skills was previously defined, such skills are necessary for accessing and utilizing Google Classroom because Google Classroom is an online space accessed through digital technology such as a computer or phone. Additionally, digital problem solving is also necessary because it involves “using digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks.” (Vanek, 2019, 2) Students will need to use such skills to navigate Google Classroom and use it for completing assignments and participating in discussions. Information literacy includes a set of ability that require individuals to recognize when information is needed and have the ability to locate, evaluate, and effectively use the needed information (Vanek, 2019). Within Google Classroom students have to be able to search for the information they need and identify what information is relevant to the task they are trying to complete. Thus, information literacy is necessary in supporting student ability to navigate determining what information is necessary to them when they are viewing and using the resources posted to Google Classroom. Finally, media literacy is necessary as it includes what is discussed in information literacy while also considering the need to understand how to produce content (Vanek, 2019). Google Classroom often requires students to engage by contributing to class discussions or submitting assignments within the application itself. Students must have an understanding of how to produce such content in order to be successful within their use of Google Classroom, thus creating the need for media literacy.

(Ed Tech, 2024)

    In terms of aligning with educational goals, Google Classroom creates an alternative digital learning space where students can engage with content and submit assessments for teachers to track their goal achievement. Additionally, teachers can use this platform for effective teaching because it allows students who miss a class the opportunity to access the content, materials, and assignments they may have missed in their absence. Additionally, students with and without accommodation can have greater access to content through this digital space thus creating a universal design for learning by uploading extra resources and notes for all students to benefit from. Finally, parents can be easily provided access to Google Classroom content so that they may also stay up to date on what is being discussed in the classroom in order to better support their students learning at home. A teacher may decided to upload parent resources in order to further this benefit of the application. Additionally, parents can also use this platform to track their students progress on assignments and ensure their student is submitting assignments on time, if that is of concern to them. Overall, Google Classroom creates an easily accessible digital space for teachers, students, and parents to engage with content, submit assessments, and communicate with each other as needed with the only major downfall of the need for investment within the whole Google network in order to be able to benefit from all of the outlined uses.

All in all, there are many tools, platforms, and digital applications that can support student learning an development of new literacies. Social media platforms such as instagram, and online classroom communities such as Google Classroom are only two of the infinitely many possibility that teachers have for integrating technology into their curriculum. 

References

Ed Tech. (2024). 20+ tips to use Google Classroom effectively and efficiently. Ditch That Textbook. https://ditchthattextbook.com/10-tips-to-use-google-classroom-effectively-and-efficiently/

Elantum Digital. (n.d.). The Purpose of Instagram Features. Pinterest. https://tr.pinterest.com/pin/708050372708521814/
Ledgerwood, K. (2022). Technology and the Curriculum. Pressbooks. https://pressbooks.pub/techcurr20221/chapter/using-social-media-to-promote-21st-century-learning/

Skyliftmarketing. (2025). What’s New on Instagram 2025. Instagram. https://www.instagram.com/p/DEfEs0vI1L-/

Vanek, J. (2019). Digital Literacy. The Skills that Matter in Adult Education. https://www.air.org/sites/default/files/TSTMDigitalLiteracyBrief-508.pdf

Blog Post Four - Annotated Bibliography

As a mathematics teacher, a topic of new literacies that is of interest to me is the need for digital literacy to be integrated into mathematics curriculum. In having conversations with other math teachers regarding the concept of integrating real-world and non-skill-based content into math classrooms I am often met with a lot of push back. In my experience, many math teachers have strong feelings against these ideas because they have so much pressure to teach to the high-stakes exam at the end of the year and they feel as though it is not relevant to their content. Unfortunately, this archaic way of thinking has left digital literacy out of many math classroom experiences. In my experiences of preparing to be a teacher I have been exposed to many new ideas regarding the opportunities for mathematic students to engage with digital content. It is my opinion that the world has spent far too long teaching math using worksheets and lectures; it is time for something new and innovative to be used in order to ensure students are being properly prepared for life after school.

This is where digital literacy comes in! The opportunities for digital literacy in mathematics classrooms are endless, and I wish I had come to know them sooner. Digital learning in math has the opportunity to offer more dynamic learning experiences, emphasize real-world connections, and support student understanding of content. Because of this, I have decided to do further research into the application, opportunities, and importance of digital literacies in mathematic classrooms specifically. In the articles I found related to their topic, the majority of research done on digital literacy in math classrooms either relates to how teachers instruct students by utilizing digital literacy or how to enhance student engagement through gamification of math content by digital means. My goal is to use this research to promote digital literacies in my own mathematics classroom and share the research with other math teachers to help them see the relevance of digital literacy in math as well!

 (Mamolo, 2019)

Annotated Bibliography

Bhagat, K. K., Chang, C.-N., & Chang, C.-Y. (2016). The Impact of the Flipped Classroom on Mathematics Concept Learning in High School. Educational Technology ＆ Society, 19(3), 134–142.

    Flipped learning settings aim to utilize technology to have students learn new course as part of their homework and then practice this homework in the classroom. This a classroom level opportunity for math teachers to integrate digital literacy into their content delivery. This article aims to discuss a study of 82 mathematic high school students between control and experimental groups to determine the effect of the flipped classroom setting on the students learning achievement and motivation. Within this the study also observed the difference of effects on students of varying level so mathematic achievement. The study ultimately found that students participating in the flipped classroom model experienced significantly increased motivation and achievement of low and average achieving students when compared to the students that utilized standard content deliveries. This study proposes significant benefits to utilizing technology in instruction, which is in direct opposition to typical mathematic classroom strategies which have teachers lecturing during class and assigning independent paper work as homework. This study supports the concept that digital literacy and digital media should be incorporated into mathematic classrooms to support student success.

Loong, E. Y.-K., & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics : the complexities. Mathematics Education Research Journal, 30(4), 475–498. https://doi.org/10.1007/s13394-018-0235-9

    This article aims to analyze primary teachers use and acceptance of digital technology in math settings. Through the use of two case studies to understand how two primary school teachers deploy digital technologies for teaching and learning mathematics. The article more specifically discusses the teachers views, beliefs, and efforts to which they integrated digital technology into their math content during the time of the study. While the findings of this study are not necessarily generalizable, they do offer valuable insight into teacher perceptions and beliefs regarding the integration of digital technology in mathematic classrooms. While one of the teachers was very interested and engaged in the use of digital technology in mathematic classrooms, often finding a way to use digital technology in every aspect of learning, the other teacher was quite opposite and was not interested by digital technologies that were readily available on the internet and saw the integration of such technologies as a burden to the available time. The most valuable piece of this study to my research, outside of individual teacher perceptions of digital technology in math classrooms, was the highlighted variety of digital software and online resoruces that are suitable for supporting different mathematic topics. Furthermore, these highlighted insights also showed the constrained and affordances teachers experience in everyday settings while integrating digital technology into mathematic classrooms. This showing the varying and drastic differences that are currently present in education when it comes to math teacher perceptions of digital literacy in mathematics classrooms.

Lee, J. Y., Pyon, C. U., & Woo, J. (2023). Digital Twin for Math Education: A Study on the Utilization of Games and Gamification for University Mathematics Education. Electronics (Basel), 12(15), 3207-. https://doi.org/10.3390/electronics12153207

    This article discusses a study of the effects of gamification in college mathematics education, specifically the effect on students who may lack foundational mathematics knowledge. The created gazéifiée form of mathematics was a digital concept which allowed students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The ultimate findings of this study demonstrated that the gamification of mathematics improved students engagement, motivation, and learning outcomes. The article draws the conclusion, through discussion, that through gamification mathematics can be revolutionized in a way that promotes accessibility, interaction, and engagement for students from diverse educational backgrounds. While this study was conducted on college level students, I beleive it can apply to k-12 education and the justification of digital literacy in mathematics as well. For one, many high schools offer college level courses and thus this study on college level engagement with gamification in mathematics can be directly related to college level courses in a high school setting. Additionally, this study shows the potential that gamification and digital practices in math courses can have, offering a convincing argument for broadening the scope of digital resources in math classrooms. The valuable benefits, as indicated by this study, of including digital learning in mathematics should be emphasized in k-12 settings as well as college settings.



Mamolo, L. A. (2019). Development of digital interactive math comics (DIMaC) for senior high school students in general mathematics. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1689639

    This article discusses a study in which 488 high school students were assessed in the pursuit of determining the effectiveness of digital interactive math comics in their ability to meet the needs of senior math students. The overall findings suggested that digital interactive math comics had high usability when rated by students and it drew positive feedback for classroom use beacuse it was interesting and unique. Thus, the end result was that this study presented digital interactive math comics as a helpful instructional tool based in digital practices. This article is beneficial to my research because it offers a successful use for digital literacy in math classrooms. This app, digital interactive math comics, is yet another way that math teacher can change their approaches to teaching math content by utilizing digital literacy and digital supports to make content more engaging and supportive of students needs. The concept of using math apps to support student learning by engaging them directly through their handheld devices supports the use of digital literacy to make mathematic content more accessible to all students.




Wangid, M.N., Chandra, A.P., & Hendra, E. R. (2021). The Science-Math Stories Based on Digital Learning: Digital Literacy Innovation in Increasing Ability to Solve Problems. International Journal of Emerging Technologies in Learning (Online), 16(9), 94-107. https://doi.org/10.3991/ijet.v16i09.22039

    This article discusses a research study which used a pre-test/post-test method to compare a control group and multiple experimental groups with the goal of determining the effect of using science-math stories based on digital learning as a digital literacy media to improve problem solving skills for elementary students. The ultimate findings of this study were that the result of using whole activities, content, and features of science-math stories based on digital learning directly improved problem solving stages such as formulating the problem, developing the problem solving strategy, exploring the possible strategies, and evaluating the effect(s) of the problem solutions. Specifically, the story line and examples of how characters solve problems that they encounter were the main factors which caused an increase in student ability to solve problems. This study is relevant to my pursuit of proving the importance of digital literacy integration into mathematics because this method of utilizing digital based learning through science-math stories was found to support students abilities in connecting mathematics to various disciplines, thinking critically about content, and communicating key components of mathematical content. These skill upgrades also included supporting basic and procedural mathematic abilities. While this study reflects specifically elementary school values of digital literacy in mathematics, such content speaks to possible supports for adolecent students who need more support in basic math processes and connections.