Using Technology in the 7-12 Mathematics Classroom

Danielle Dobitsch
Introduction
Technology has always been a part of human development, but in the past couple
decades, it has been widely improving in our society. Since then, technology has been evolving
in a way that makes almost anybody able to use it to their advantage without much practice with
it. Technology has become a way to make our lives a little easier, with its new advancements
within many different aspects in our society today.
One part of our society that has been developing the use of technology is within our
education system. Many teachers have begun to really implement the use of technology into
their classrooms in a way that not only helps themselves, but also helps their students as well.
The benefits of implementing technology into the classroom are becoming more and more
plentiful as more advancements in technology are evolving. Although there are many benefits,
technology does sometimes bring some challenges into the classroom if it is not working
properly, which can completely change a teachers plans for the lesson. Also, some students may
have more access to technology outside of the classroom than others, which can cause a problem
for teachers as well.
Technology has begun to transform and shape teaching, thinking and learning in
classrooms Because of this, it has also fundamentally transformed schools by changing the
relationship between teachers and their students. Technology also helps teachers guide their
students learning to the intended learning objectives of the lesson which leads to change and
improvement in the classroom with a major impact in learning and in the learning process. Not
only this, but technology can be used to collect, analyze, and manage student learning data while
also being used for not only instructional purposes but also for assessment. Whats especially

amazing about technology is that it makes learning accessible anywhere, anytime. (Halverson &
Smith, 2009).
This paper is designed to aid students who are studying to be mathematics teachers. At
this point in time in our society, it is especially important for our future teachers to know -about
the different types of technology they could implement in their classrooms. Technology has
become a huge addition to our society and so teachers need to understand this and have the
knowledge necessary to implement technology in their classrooms. All of the technology that is
the focus of this paper is - - free - - for teachers, unless I specify otherwise. As teachers are not
usually supplied with a large budget, something amazing about a lot of technology is that it can
be used by teachers easily with no extra cost to them or their schools and yet still helps to
empower learning.
Theory and Research
Teachers need to understand when, where, and how to incorporate the appropriate
technologies for teaching and learning mathematics in their classrooms. To be able to correctly,
efficiently, and effectively implement technology, teachers need a specialized knowledge.
Browning & Garza-Kling (2010) use the term Technological Pedagogical Content Knowledge
(TPACK) to describe teachers knowledge that goes beyond having personal knowledge of how
to use technology or being proficient with it. TPACK requires teachers to integrate their
understanding of the students, mathematical content, instructional strategies, classroom
management, and assessment with careful consideration of how technology impacts the learning
and the learning process (p. 481-482).
TPACK is a framework to understand the kinds of knowledge a teacher needs for
effective pedagogical practice in a technology enhanced learning environment. It includes an
interconnection of technological knowledge, content knowledge, and pedagogical knowledge

with TPACK at the center. The figure below shows TPACK in the intersection of content,
pedagogy, and technology.

Technological knowledge (TK) includes the broad range of general technical skills
required to operate software and hardware. Content knowledge (CK) includes the know-what
aspect of the subject matter, math in this case, that teachers must have. Pedagogical knowledge
(PK) involves the know-how instructional expertise that teachers must have. The connection
between TK and CK is called Technological Content Knowledge (TCK) and highlights the
technical skills specific to a particular discipline, in this case math, and is also the knowledge
about how technology may be used to provide new ways of teaching content. The connection
between PK and CK is called Pedagogical Content Knowledge (PCK) and includes how to
combine pedagogy and content effectively, knowledge of what makes a subject difficult or easy
to learn, and knowledge of common misconceptions and likely preconceptions students bring
with them to the classroom. Lastly, the connection between TK and PK is called Technological
Pedagogical Knowledge (TPK) and comprises all instructional competencies teachers use to

enhance learning with technology along with the affordances and constraints of technology as an
enabler of different teaching approaches (Handal, Campbell, Cavanagh, Petocz, & Kelly, 2013).
This framework has been used to study secondary mathematics teachers to look into the
nature and magnitude of teachers TCK, PCK, and TPCK. It has also been used to study how
schools instructional, curricular, and organizational factors affect the integration of content,
pedagogy, and technology in secondary mathematics education. In the study done by Handal,
Campbell, Cavanagh, Petocz, and Kelly, it was found that there is a need for more professional
development programs for the mastery of technological tools and also the pedagogical
application of these tools with respect to the learning objectives. It was also found that teachers
may be refraining to use technology, even when it is mandatory or recommended. Lastly, they
saw that teachers readiness in using technology is held up by a lack of ability and support in
using technology with pedagogy in a productive way (p. 25-36).
Applications
As technology has been evolving rapidly in many different forms, it is necessary to look
at the many possibilities of integrating technology into the mathematics classroom. This section
explores three different types of technology that could be used in a math classroommath
technology, technology for communication, and other technology.
Math Technology
The category of math technology has three sub-categories--graphing technology, applets,
and math-specific software. The graphing technology includes three examples: GeoGebra,
graphing calculators through Texas Instruments, and Desmos. GeoGebra, available at
www.geogebra.org. GeoGebra is an interactive geometry, algebra, statistics, and calculus
application, extremely powerful and not too difficult to use. It can be downloaded onto a
computer and there is also an Apple application. One of the main characteristics of GeoGebra is

its ability to link geometry and algebra in a visual way allowing for a true use of multiple
representations in mathematics.
In GeoGebra, students can make their own constructions with points, vectors, segments,
lines, polygons, conic sections, inequalities, polynomials, and functions. Once created, the
software allows students to dynamically change their constructions. GeoGebra is useful for
teachers and students in making conjectures and understanding how to prove geometric theorems
in geometry courses. In algebra courses, GeoGebra can be used to graph multiple equations with
use of the input bar. Students can either use GeoGebra as another form of graphing functions by
using the coordinate system that GeoGebra automatically provides, or they can create figures
without the use of the axes. GeoGebra has several tools ready for easy use or new tools can be
created to aid in constructions. Some of the available tools include creating a point, finding an
intersection, finding a midpoint, creating a line, segment, ray, and vector, creating perpendicular
lines, parallel lines, perpendicular bisectors, angle bisectors, tangents, and best fit lines, creating
polygons, circles, arcs, angles, measuring angles and segments, and also performing translations,
reflections, rotations, and dilations. Sliders can also be used in GeoGebra in order to enhance
learning. Sliders make possible to animate construction or graphs to see how changes in one
variable or parameter affects others, making the construction truly dynamic.
GeoGebra can be used in helping students with the understanding of many geometric
topics. For example, when students are looking into the Triangle Angle Sum Theorem, they can
create their own GeoGebra constructions to help them visualize this theorem. Below is a picture
of what students can create in order to deepen their understanding of the theorem:

Students can use this construction to understand that in any triangle, the angle sum is 180 by
moving the points A, B, and C around. This would show the students that the angles do change
size, but the sum of the angles always stays the same. In the figure above, we only see one
example of the sum of the angles adding up to 180, but if we were to move one of the points
even slightly, then we would have three different angle sums that would add up to 180.
Another type of mathematics technology that is used in most mathematics classrooms is
graphing calculators. Texas Instruments has a long line of graphing calculators, which first
started in the 80s and has been evolving ever since. Texas Instruments calculators cost money,
depending on the type of calculator the school wishes to purchase. Texas Instruments has
activities for teachers to use on their website at
http://education.ti.com/calculators/products/US/home. Not only does Texas Instruments have
hardware to be purchased to use the calculators, but they also have very expensive software that
puts the graphing calculators themselves onto your computer. Graphing calculators can be used
in plotting graphs, solving simultaneous equations, finding regression lines, analyzing statistical
data, and just performing simple calculations.

Desmos is a third application for graphing in mathematics. Available at

www.desmos.com. It also has an Apple app. Desmos lets students explore math as a student and
teacher can graph functions, plot tables of data, evaluate equations, explore transformations and
more. Desmos calls their graphing device that does all of these things a graphing calculator.
The calculator can instantly graph any equation from lines and parabolas to derivatives and
more. Inputting data tables makes it possible to open up many possibilities in modeling
situations. Like in GeoGebra, Desmos has a plethora of sliders that can be used to see the
infinite possibilities that equations hold on the graph. As Desmos has a library of functions
already built into it, teachers do not need to use their time creating these graphs to use in their
classroom. They can automatically open the website or the app and use the functions that
automatically come up for use.
When you open up the calculator, your first automatic option is to graph any equation by
typing it in, with a keyboard that is providing for easy input of mathematical symbols. Under the
options of imputing your own data to create graph, not only can you add equations but you can
also add your own table of values. Also, you can add multiple equations, tables, notes, images,
and folders into creating one graph at the same time. In addition, Desmos has pre-created graphs
to allow for exploration in the classroom. These graphs automatically include the sliders and
include different mathematical categories like lines, parabolas, trigonometry, conic sections,
polar graphing, transformations, and calculus. Some of the available examples include: Lines:
Slope-Intercept Form, Parabolas: Standard Form, Trigonometry: Unit Circle, Conic Sections:
Hyperbola, Polar Graphing: Logarithmic Spiral, Transformations: Reflections of a Function, and
Calculus: Derivatives. A picture of the Lines: Slope-Intercept Form option, along with a table is
shown below.

At https://teacher.desmos.com/ teachers can find a set of resources and activities to use in the
classroom to engage students in exploration and discovery of mathematical ideas.
Another forms of technology widely used in the last years has been applets. These are
programs written in the JavaTM programming language that can be included in an HTML page,
much in the same way an image is included. When you use a Java technology-enabled browser to
view a page that contains an applet, the applet's code is transferred to your system and executed
by the browser's Java Virtual Machine (JVM). Two sources for applets in math are the National
Library of Virtual Manipulatives at http://nlvm.usu.edu/, and Illuminations from NCTM at
http://illuminations.nctm.org. Both of these websites are searchable by the Common Core State
Standards, by grade level, or subject area. Illuminations also is organized by the NCTM
Principles and Standards for School Mathematics (2000). These websites both have applets that
teachers can use to bring more visuals in the classroom, and to engage students while also
enriching the mathematics curriculum.
The National Library of Virtual Manipulatives (NLVM) contains interactive, web-based,
virtual manipulatives each one with instructions and ideas that teachers and students may find
helpful when using the applets. For example, with the Venn diagram applet at

http://nlvm.usu.edu/en/nav/frames_asid_153_g_4_t_1.html, students can explore ideas of

intersection, union, complements and differences of sets. They can try problems to help them
understanding set notation. The following is a picture of the applet with an example.

Another applet available at NLVM is the Pythagorean Theorem, at

http://nlvm.usu.edu/en/nav/frames_asid_164_g_4_t_3.html. This applet has two puzzles that
students can complete that illustrate the proof of the theorem, giving students a better way to
visualize. Below is a picture of this applet along with the information given to help students
understand the proof.

Illuminations, from NCTM, not only has the interactives that teachers can use in their
lessons, but also have the lessons plan and materials that teachers can use to incorporate the
applets in their practice. Illuminations was designed by the National Council of Teachers of
Mathematics in order to provide teachers with resources to enhance the learning in their
mathematics classrooms. One example is the Algebra Tiles, at
http://illuminations.nctm.org/Activity.aspx?id=3482. This applet gives students the chance to
use tiles to represent variables and constants which then helps them in solving algebraic
problems. Giving students the chance to learn and understand what exactly is going on with
algebra tiles can help give students a greater understanding of what exactly is going on when
they are solving algebraic equations. Below is a picture of the Algebra tiles.

An example of a lesson on Illuminations is called Stick or Switch and can be found at

http://illuminations.nctm.org/Lesson.aspx?id=1399. This lesson deals with ideas of probability
where students are pretending they are on a game show, trying to pick doors with prizes and the
host asks them if they want to stick or switch to the door they chose. Along with the lesson,
there is a link to an applet of an adjustable spinner, to help students explore and understand ideas
of probability related to the lesson. Illuminations provides the instructional plan, the standards
and objectives, materials, assessments and extensions, and questions for the teacher to plan and
deliver the lesson.
An example of a math-specific technology is Wolfram Alpha, at
http://www.wolframalpha.com/. Wolfram Alpha has a free version with limited but powerful
capabilities and a set of commercial version, Wolfram Alpha Pro for Apple or Android version

and at their website, sold for $2.99. Wolfram Alpha is a very powerful computational knowledge
engine or answer engine, as Wikipedia calls it. To use Wolfram Alpha, you input queries or
computational requests into a text field and then the software presents the answers, relevant
information and visuals that come from its knowledge-base and other websites. Teachers can
provide this web address to their students to check computations, to look up in more detail ideas
that are discussed in class or to explore new topics.
Technology for Communication
Showbie, at www.showbie.com, also an Apple application, helps teachers to easily
assign, collect, and review student work in their classrooms. A teacher can assign classwork or
homework for students to complete with instructions and resources, and the students submit their
assignments on the website or app, Showbie keeps all of the work organized in one location.
Students are able to create text on the assignment, add their own voice-notes, and also add
pictures. When the teacher is ready to check the homework, he/she can add annotations, voicenotes, or text-notes directly onto the students notes. Showbie helps to create a paperless
classroom without students exploding the teachers email inbox.
To set up a class, the teacher creates a separate class on Showbie and then gives the
students different codes for them to join the classes. Then, all the classes are organized in a
simple, easy-to-access way to keep track of assignments and student work. Teachers are able to
set due dates for assignments and also give instant feedback on assignments. Below is an
example of what a teachers view on the Showbie app would be of their classes:

Edmodo, at www.edmodo.com, is similar to Showbie. Here teachers create groups or

classes, and then the students get a code to join the group for their class. Edmodo is more of a
social network type of website and it looks similar to Facebook, but is for the classroom. Both
students and teachers can post for the entire class and then others have the chance to comment.
Below is an example of an Honors Geometry class using Edmodo from the teachers view.

We see that students are posting to the page for their class and other students are commenting to
help one another with classroom related questions. From the top menu, teachers are able to
create notes, alerts, assignments, quizzes, and polls to show up on the main feed for each of their
classes. Notes are regular posts for the students to see share information. An alert is like a note,
but it shows up in bold letters on the students feeds. With an assignment, teachers can add
attachments, write in a text box, and add a due date for the students. Then, students are able to
turn in their work right under the assignment where the teacher then has easy access to see all of
their classs work. Teachers can also post quizzes with due dates for the students to complete.
These quizzes can have multiple choice, true/false, short answer, matching, and/or fill in the
blank questions. Some types of questions are automatically graded, while others the teacher has
to grade themselves. Also, teachers poll their classes at any moment. The assignment due dates
show up on a calendar, called the planner, that students can check at any time. The progress tab
is for teachers to see the gradebook for their class. Teachers can also upload documents and
create folders in what is called the library (backpack for students).
Another type of communication technology that is starting to become popular in schools
is Google Classroom, at www.classroom.google.com. Google Classroom is part of Google Apps
for Education, a free suite of tools such as Gmail, Docs, Forms and Drive. With Google
Classroom, teachers are able to create and organize assignments quickly, provide feedback
efficiently, and communicate with their classes easily. Teachers can easily see who has or has
not submitted assignments, give quick feedback, and input grades. Student work is automatically
created and organized into easy-to-access folders within Classroom. But, Classroom is only
available to entire schools, not just individual teachers.
The use of QR (Quick Response) codes is becoming popular in classrooms that allow
students to use tablets or smartphones to scan objects. The device that is scanning the code

needs an app installed to scan the code. There are many QR app readers available. QR codes are
also seen as a type of barcode that can be scanned to get a certain type of information onto the
device that scans the code. Mostly, QR codes are used to direct people to a website encrypted
onto the code so that there is no need to type in a particularly long and confusing web address.
One website where you can create your own QR codes for your classroom is
http://qrcode.kaywa.com.
Below is an example of a problem on a worksheet where students can first do their work
to complete a mathematics problem and then scan the QR code to check their work:

In this example, the QR code sends the student to a Google doc where the teacher has already
completed the problem. This gives students the chance to first work out the problem and then
see how the teacher worked. Teachers can also post QRs around their classroom for students to
scan for the days lesson. Some teachers may have students use a QR code as their Do Now
everyday where students would automatically come into the class and scan the QR code which
holds the activity students are to do before class begins. Other teachers are using the QRs to
communicate with families.
Another form of communication that is being used in some classes is the popular website
and smartphone app Twitter, at www.twitter.com. Twitter is a platform for networking and
discussion that improves interaction with peers and their teachers, increases engagement, and
promotes informal learning. Teachers can create feeds dedicated to reminding students about test

and quiz dates and due dates for assignments. Students can use twitter to work together on
group projects outside of the classroom as well by being able to track a hashtag that they can
create for their group. Twitter is a great way for both students and teachers to post anything that
is related to the class in one place that students can always check back to when necessary.
Lastly, one other type of communication that teachers use to communication with their
students is Remind 101, at www.remind101.com. It is a way for teachers to text message
students and also keep in touch with families. Teachers can create classes on this website and
then tell students (and parents) the class code for the class which they would then then text to get
signed up to receive reminders through text. You can also have students instead receive emails
as reminders if they would prefer.
Other technologies
Lets look now at other types of technology being used in the classroom. Two polling
websites that are used by teachers are Socrative, at www.socrative.com and Poll Everywhere, at
www.polleverywhere.com. Socrative has an app that can be downloaded through Apple and
Android devices. Teachers give out a code to their students to go on the website and type in in
order to be able to participate. Then, teachers have four options-- quick question, quiz, space
race, and exit ticket. For everything but the quick questions, students have to create a student
login and log in to their accounts to participate. The quick question function is useful when the
teacher just wants to quickly poll the class anonymously. Teachers can create multiple quizzes to
have ready for the class to take at any time. The quizzes can be taken in a regular form or
students can play a space race game to complete against the rest of the class. The quizzes can
have multiple choice questions, true/false, and/or short answer questions. The exit ticket can be
used at end of class for students to answer three questions pre-programed-- how well did you
understand todays material?, what did you learn in todays class?, and please answer the
teachers question. Here, the teacher would place their own question about the content for the

students. In each option, the teacher can see the statistical results for the class and use this
information to check for understanding and assess learning.
Poll Everywhere is similar to the quick question in Socrative. Poll Everywhere has apps
through Apple and Android for access to the website. Poll questions are created in advance and
then teachers would put them up to show students. For the questions, students can use texting on
smart phones to answer the questions by texting the corresponding number with the multiple
choice answer. Polls can also have open ended questions. Then, teachers would get all student
responses and can even show them to the students.
Google Forms, Google Docs, Google Sheets, and Google Slides can be found at
http://www.google.com. Google Forms can be used for teachers to create polls for students to fill
out in order to get results in an organized way on Google. Google Docs, Sheets, and Slides are
mostly for teachers and student use to collaborate and work together on projects. Google Docs,
Sheets, and Slides lets students be able to create, edit, and work together on one document on
real time. These tools are becoming more popular allowing for true collaboration.
Smart Boards are becoming more available in many. At
http://exchange..smarttech.com/index.html#tab=0 teachers can find activities to use in their
classroom. Activities are organized by subject and grade level. There is also a response system
available. The latest version, 2014, integrates GeoGebra, a math equation editor, and Smart
Blocks support computations.
YouTube and Teachertube are other tools that teachers are using to get students more
interested in the content. Available at www.youtube.com and www.teachertube.com, these web
sites have a plethora of interesting video to get students motivated to learn the material. For
example, YouTube has a video to show students how to add and multiply matrices in a visual
way. This can be found at https://www.youtube.com/watch?v=kqWCwwyeE6k. Below is a
picture of what this video has to offer to help students:

A
Teachertube video that helps students with memorizing the Quadratic Formula with a song a
dance can be found at http://www.teachertube.com/video/quadratic-formula-song-and-dance93575. Teachers can show these videos during class to help their students with the lesson or just
have students watch the videos at home as an assignment.
Multimedia and short movies are also becoming very popular in classes. These types of
videos are used to get students motivated and interested in a real-life problem that can be applied
to concepts in the mathematics classroom. Dan Meyer, a mathematics teacher who has
implemented this technology in his classroom, has created a blog, http://blog.mrmeyer.com/, to
share his resources. He is an advocate of inquiry and problem-based learning in his classrooms.
His videos and description of his Three Acts model for teaching are available at
http://threeacts.mrmeyer.com/. One example that he has for a series of lessons is about a
Pyramid of Pennies, at http://threeacts.mrmeyer.com/pyramidofpennies/. Students are shown the
video how a pyramid is created using pennies and then given the question of how many pennies

are there? From watching the video, it is clear that some additional information in needed but it
is provided only when the students request it. Using this strategy, all students participate in the
inquiry process and generate new questions.
Finally, Exit tickets, mentioned before, are a great way use formative assessment at the
end of a lesson. At www.exitticket.org, teachers create exit tickets with multiple choice,
true/false, and/or free response questions for students to pull up on a computer, Apple device, or
Android device. Students receive a class code to enter in order to take part in the assessment.
The teacher then is able to see the results providing data to assess student learning.
Using Technology in the Math Classroom
This last section presents an example of the use of technology in an Honors Geometry
High School class. In this lesson, GeoGebra and Edmodo are used as technology resources. The
central focus of the lesson was on understanding the Exterior Angle Theorem and the
Midsegment Theorem and applying these theorems to the graphs they created on GeoGebra. The
Exterior Angle Theorem states a measure of an exterior angle of a triangle is equal to the sum of
the measures of the two non-adjacent interior angles while the Midsegment Theorem states a
midsegment connecting two sides of a triangle is parallel to the third side and is half as long.
The students explored these two theorems using GeoGebra to see how the theorems hold true for
all values of angle and side lengths. The technology to explore geometric theorems to see how
these theorems hold true for all situations. In the lesson, students used Edmodo to find access the
assignment and then turn in their work at the end of class. Students also used Edmodo to answer
a five-question quiz based on their sketches they created on GeoGebra.
Students were expected to re-create two sketches on GeoGebra: one of the Exterior Angle
Theorem and one of the Midsegment Theorem. Students had available the sketches show below.
These were created in GeoGebra and show the Construction Protocol on the right. Students

follow the protocol to create their own sketches and then answer question about them in
Edmodo.

Using the interactivity and functionality of GeoGebra, students were able explore how
the theorems hold when different components of the sketchers were moved. They were able to
answer questions like,
1. What is the sum of the measurement of the 3 interior angles of a triangle?
2. A measure of an exterior angle of a triangle is equal to the _____ of the measures of the two
non-adjacent interior angles
3. What is the measurement of missing angle of the attached triangle?

4. The length of a midsegment connecting two sides of a triangle is ___ to the length of the base.
5. The length of a midsegment connecting two sides of a triangle is ___ of the length of the base.
(Enter a fraction)
Students were urged to use the measuring tools on GeoGebra to help them in answering the
questions. They also used the tool to add measurements and were able to move elements of the
figure to see how to see how measurements of angles and sides changed, but still would see that
the theorems held true despite these changes. This aided the students in conceptually
understanding what exactly the theorems were stating and how the theorems were always true no
matter the size of angles or side lengths in these sketches. Giving the students the chance to use
GeoGebra as part of class time was the perfect way to grab their attention. Using technology in
the classroom is a great way to get all students engaged in the content that is to be covered. This
is exactly what happened during my lesson as they were engaged throughout the entire lesson.
What also helped was that I told them that they were to submit their sketches on Edmodo and
they also were to submit the quiz on Edmodo by the end of class. This also helped to engage the
students in the activity that we were doing as they had an assignment and quiz to complete in
class. This task was appropriate for these students as they knew the basics of GeoGebra from
past classes with their usual teacher.
Conclusion
Bringing technology into the mathematics classroom gets students so much more
engaged in the learning that is going on, making it more and more possible for them to reach the
standards they are expected to meet. Students are not only able to be engaged with technology

during class time itself, but also on their own in order to have a deeper, richer understanding of
the mathematics they are learning. Technology makes communication so much easier between
teachers and students and also gives teachers the chance to involve their students in learning in
new and exciting ways.
Many teachers are unaware of all of all the technological tools that are available today.
Some may be afraid of implementing it. New teachers bringing an enormous emphasis on
technology in their own classrooms make influence those around them, which may create a
school environment that is widely focused on using technology in the classroom for enriched and
enhanced learning. Our world is becoming that as a largely technological one, so bringing
technology into the mathematics classroom will better prepare students for the future because as
teachers, that is exactly what we are here for.

References
Browning, C., & Garza-Kling, G. (2010). Graphing calculators as tools. Mathematics Teaching
in the Middle School, 15(8), 481-485.
Handal, B., Campbell, C., Cavanagh, M., Petrocz, P., & Kelly, N. (2013). Technological
pedagogical content knowledge of secondary mathematics teachers. Contemporary
Issues in Technology and Teach Education, 13(1), 22-40.
Halverson, R., & Smith, A. (2009). How new technologies have (and have not) changed teaching
and learning in schools. Journal of Computing In Teaching Education, 26(2), 49-57.
Java You, Download Today! (n.d.). Retrieved December 22, 2014, from http://www.java.com/en/

National Council of Teachers of Mathematics. (n.d.). Retrieved December 22, 2014, from
http://www.nctm.org/Default.aspx