Ministry of Higher Education, Science and Innovation of the Republic of Uzbekistan Samarkand State University Theme : Mathematics in the preschool Contents

Available Technology Tools in Mathematics Education Technology use is one of the ways to provide effective instruction for students (Unluol-Unal & Akcay, 2015), and we should prepare our future teachers for which technologies are available for them to use in their future classroom. The purpose of this section is to conduct a literature review which focuses on available technology tools in mathematics education
Calculators The calculator is most commonly used and basic tool in mathematics education. There are two main forms of calculators: scientific and graphing calculators. Use of graphing and/or scientific calculators are infrequently observed at the elementary school level, in contrast to most frequently at the high school level (Banilower et al., 2013). The National Council of Teachers of Mathematics (NCTM) highlights the importance of integrating calculators into instruction and recommends that schools and teachers make calculators available for all students from kindergarten to college level. Researchers suggest that to support students’ learning in mathematics, the calculator is not used to replace students’ thinking or students’ ability to perform basic procedures (Pomerantz, 2009; NCTM, 2005; McCauliff, 2004).Instead, as suggested by Heddens and Speer (2006), incorporating calculators into instruction could be effective in mathematics programs at all grade levels because the use of calculators can help students access rich problem-solving experiences and can positively affect the learning and teaching of mathematics. Pencil and paper can limit students’ engagement with some mathematics concepts and real-world contexts (e.g., due to tedious calculations or messy numbers); however, the use of calculators allows students to access and explore these concepts by generating multiple examples, enabling the exploration of patterns, or in the case of graphing calculators, easily portraying multiple representations (Pomerantz, 2009). Instructors should consider the use of calculators as an integral teaching and learning tool (Heddens & Speer, 2006) because calculators allow students to reach higher-order-thinking (Pomerantz, 2009; NCTM, 2011). Besides, “when students are engaged in solving problems, formulating and applying strategies, and reflecting on results, a calculator is an important enabling tool” (Reys & Arbaugh, 2005, p. 93). Developing students’ ability to use calculators is important, and the role of the instructor is to help students to understand how and when to use a calculator (Heddens & Speer, 2006). The skill, knowledge, and ability of classroom teachers shape and affect the use of calculators. For example, “in the classroom of a thoughtful and talented teacher, the calculator can be especially useful in developing understanding of place value, reversibility, relationships among numbers, operations, decimals, metric measure, prime factoring, composites, changing fractions to decimals, and percentages, as well as making mathematical estimates” (Heddens & Speer, 2006, p. 60). Calculators should be integrated into instruction in order to enhance student understanding of mathematical concepts (Heddens & Speer, 2006); however, some researchers argue that instruction with calculators in elementary school poses a threat for students, so teachers should not use a calculator until students master the basic facts. Niess (2006) indicated that there is still a challenge for mathematics teachers to examine using calculators as tools for students’ thinking rather than as tools to replace their thinking. Teachers need the ability to make choices about using calculators in ways that support students’ thinking rather than to replace students’ development of mathematical knowledge and understanding.