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THE PROBLEM
A majority of the existing math learning technologies and classroom practices focus on building the ability to find the “right” answer instead of exploring “why” or thinking flexibly and creatively in mathematical learning.
Most of the existing math learning technologies also provide a constrained mathematical representation for students to interact with and usually allow only a limited number of parameters and ways to support student exploration of a mathematical idea. This type of interactive technology may limit students’ inquiries and may create incorrect assumptions for students when building their mental models of key concepts.
Moreover, students’ opportunities to engage in higher-order thinking (creation, evaluation, analysis) are not equally distributed in K-8 mathematical education. High-performing students or students in the gifted or talented education program have more opportunities to create and evaluate mathematical ideas, including access to intensive spatial reasoning and opportunities to tutor others.
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