Technology Education-A Resource for Teaching Mathematics

By Berry, Robert Q.,, III; Ritz, John M. | The Technology Teacher, May-June 2004 | Go to article overview

Technology Education-A Resource for Teaching Mathematics

Berry, Robert Q.,, III, Ritz, John M., The Technology Teacher

Standards-based testing is a major issue impacting public education around the world. Educational publications and daily newspapers cite instances where schools are accredited, or other instances where teams of educators are being assigned to failing schools, to suggest changes for improving student learning and subsequent test scores. In some instances, the state government has taken control of poorly performing schools.

Department of Education reports are also comparing urban, suburban, and rural schools within states. State and national governments are increasing the funds that are directed toward improving education. In the U.S., No Child Left Behind (2001) legislation has demanded that all children meet educational standards before they are promoted to the next grade level.

Many educators are suggesting that freedom and enjoyment are being removed from children's and adolescents' daily school activities because there is not time left in the curriculum for exploration (a general education). Schooling's main focus is on the core subjects and the resultant standards-based test scores. Families are choosing where to live, so their children can attend accredited (quality) schools.

Since technology education is an elective course in many schools, as are the other career and technical education components of the school curriculum, state leaders have made administrators and teachers aware of the importance that career and technical education subjects have in reinforcing academic content within a contextual environment. At the state level, technology educators have worked to show the linkages of the courses to the state standards for language arts, science, social studies, mathematics, and educational technology. They state that they have aligned the career and technical subjects to support instruction and learning of the academics.

The history of technology education will show that for many years the profession has said that one of its programmatic goals is to assist in applying other school subjects (ITEA, 1985). From a practical perspective, students must use reading to develop knowledge from our textbooks and read plans on using tools and materials to solve technological problems. Often, technical vocabulary is taught. Students are required to apply scientific principles to both understand and to design solutions to problems. We do this with heat, flight, propulsion, simple machines, etc. Since technology changes society, many projects undertaken by students in technology education laboratories require that students become familiar with the history of the period and contributions that technological developments have made to society. Some teachers have students bring in magazine and newspaper articles that show new developments in technology and their potential use in everyday activities.

Mathematics is the language of the technological world. Students measure in technology education. They also solve equations to analyze circuits. They figure areas when purchasing needed construction materials. They analyze statistics on the projects they build, such as the weight held by a bridge or the seconds that a plane was able to fly. They modify their designs, trying to improve their statistics. In a way, technology education is a multidisciplinary subject that applies all subjects in its study and applications.

While articles could be written about the contribution that technology education has made to all school subjects, the authors have chosen to analyze mathematics in this writing. One reason for this choice is that when schools are reviewed for their accreditation, they are often found not performing well in mathematics at the middle school level.

U.S. Statistics on Mathematics

The National Assessment of Educational Progress (NAEP) mathematics assessment gauges student mathematics achievement in Grades 4, 8, and 12. The NAEP mathematics assessment is a nationally ongoing assessment of mathematics achievement, using a representative sample of thousands of public and private school students. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • A full archive of books and articles related to this one
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Cite this article

Cited article

Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)


1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

Cited article

Technology Education-A Resource for Teaching Mathematics


Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Citations are available only to our active members.
    Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25,

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

    Already a member? Log in now.