Abstract
The role of computers in elementary school math classrooms is still being determined. Although computers are promised effective visual tools to promote independent work and study; many educators neglect to use them. Since there are varying points of view, individual teachers generally decide whether to incorporate computers into their methods.Purpose: My experiment analyzes and quantifies the value of computers in elementary school math classrooms.Method: Over a course of 11 weeks, my first grade class worked with the teaching software “Mathematikus 1” (Lorenz, 2000). Using both interpersonal and video observation, I completed written evaluations of each pair of my students' will and ability to cooperate, communicate and independently solve mathematical problems.Conclusion: My results show that it is generally beneficial to use computers in elementary school math lessons. However, some elements of said software leave room for improvement.
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