Different Teaching Tools Evaluation
Taking account of the knowledge, understanding, and skill you have developed in this unit and any other research you have undertaken to evaluate a range of different teaching tools, identifying benefits and challenges, and making judgments. Put this evaluation in your portfolio.
• Judgement
All judgments are based on reasoning and supported with multiple evidences
• Number Of Teaching Tools Evaluated
Evaluated more than 4 (5 is enough) teaching tools with extensive notes about each tool
• Similarities And Differences Between Teaching Tools
Used a clear comparison paragraph/ chart / table with specified similarities and differences between different teaching tools
• Strengths And Weaknesses Of Each Teaching Tool
Included more than 4 ( 5 in enough) strengths and weaknesses of each teaching tool supported with multiple examples.
Different Teaching Tools Evaluation Example
Technology is an important part of society; students use it daily to interact with others in their surrounding world. However, despite its importance in society, mathematics classrooms in schools have been slow in adopting the technological tools that support mathematical learning. Previous research has indicated that the use of technological tools can improve the learning of skills and procedures of mathematics in classrooms (Cullen et al., 2020). Also, technology tools provide students with access to mathematical concepts that they may not have had the chance to engage with.
There are several different technology tools that can be used in the classroom, and they fall into two groups; mathematical action technologies and conveyance technologies. Conveyance technologies refer to those technologies that are used in conveying information. They enable teachers and learners to present, collaborate, and communicate with each other. And these include the presentation software such as (PowerPoint), clickers, and interactive whiteboards assessment tools such as (Kahoot). Mathematical action technologies can do mathematical activities and react to actions as students learn. These technologies have the potential of changing how learners interact with mathematics (Schunk, 2019). These technologies include spreadsheets, dynamic geometry systems, graphing technologies, computer simulations, and computer algebra systems. The role the mathematical action technologies perform in activity engagement determines how learners interact with the technology tool, the class activity, and mathematics. The technology in mathematics plays a vital role in amplifying, in that it allows learners to perform mathematics more efficiently as well as accurately. In addition, technology permits the learners to interact with mathematics in ways that they could not do when using only paper and pencil. Such interactions offer learners opportunities for exploring relationships and connections in mathematical behavior. The choice of the teaching tools relies on the classroom demographic, educational philosophy, school mission statement, and subject areas. Teachers use teaching tools to help learners to be independent as well as strategic(Taylor & MacKenney, 2016).
The choice of technologies to use in learning should be made strategically to meet the needs of the students in the classroom. When choosing technologies to employ in teaching mathematics, it is important to consider whether the technology provides advantages to the teacher and student. For instance, whether it illustrates mathematical ideas, poses mathematical problems, opens opportunities for learners to engage, and elicits evidence of the mathematical thinking of the students.
Technologies that Supports Mathematics
With the aim of supporting learners’ mathematical sensemaking, there are various mathematical action technologies that can be utilized on tablets, cell phones, and computers. Most importantly, all these technologies generate mathematical responses according to the students’ input, enabling them to explore and observe mathematical concepts and make connections about mathematical relationships. The following are some of the mathematical action technologies that support the learning of the students.
Graphing Applications
The use of graphing applications such as Math Tools, GeoGebra, and Desmos permits learners to explore and observe several representations of the mathematical functions. Students that use the graphing technology are capable of relating or linking graphs to their mathematical equations, interpreting the graphical information, obtaining more mathematical information from the graphs, and understanding the connections among the algebraic, numerical, and graphical representations (Khalil & Elkhider, 2016). Graphing software enhances the modernization of the mathematics course book and helps provide information, diversification, and visualization of the teaching materials. Most importantly, graphing applications reduce the burden on the learners so that learners use most of their time in reasoning, understanding, and applying mathematics, and this stimulates their interest in learning. In general, graphing applications have not only offered huge support for teaching mathematics but again has turned out to be an important tool for the independent exploration of the students and teachers. For instance, using the graphing software known as Math Tool allows the students to insert mathematical problems or equations and even provides them with an opportunity of choosing the right scale. It then plots the desired mathematical graph for the inserted equation, and students can be able to zoom to focus on specific points on the graph.
The weakness of using the graphing software is that the screen may not be interactive, the screen could have a poor resolution, or the processor may be very slow, hence hindering the learning process of the students in the classrooms.
Spreadsheet Applications
Spreadsheet applications such as Google Sheets, Excel, and GeoGebra build a real bridge between algebra and arithmetic and allow learners to construct algebraic expressions, justify conjectures, generalize concepts, and develop a relationship of the mathematical expressions. They quickly show results of the repeated calculations or computation and can produce tables of values connected to various graphical representations (Kandemir & DemirbagKeskin, 2019). The displaying of the repeated calculations helps students to understand the relationships and structure among the variables. Electronic spreadsheets are mainly used as tools for statistical calculations and mathematical calculations, as textual data or numerical data can be put into their rows and columns easily. Spreadsheets have turned out to be a very critical part of several different education curriculums. They, therefore, should be considered in mathematics learning as a tool of helping learners to understand mathematical models such as plotting as well as exploring mathematical functions, mathematical modeling, geometric transformations, and exploring statics and probability.
The weakness of spreadsheet applications is that they lack security for the computer files and hence have a great risk of data corruption. Files that have sensitive information may be unsafe from hackers.
Dynamic Geometry Software
The dynamic geometry software such as GeoGebra, Core Math Tools, Geometer’s Sketchpad, and Desmos allows students to explore geometric relationships in transformational, coordinate, and synthetic contexts. Learners are capable of exploring the conjectures by using the dragging options of the geometric objects. This exploration helps the learners to understand the relationship existing and why they are true, which forms an important step in producing formal proofs (Bain & Parkes, 2017). For instance, GeoGebra can be used in constructing an Angle Bisector of a Triangle. This computerbased activity helps the learners to familiarize themselves with the dynamic software or application, which enables them to observe and explore the geometric characteristics of the shapes. The weakness of the dynamic geometry software is that it cannot be programmed without the export as the web applet.
Computer Algebra Systems
Computer Algebra systems are important applications that are used in manipulating the mathematical formulas. And the main goal of this software is to automate the tedious and difficult algebraic tasks. The Computer Algebra System can deal with the equations symbolically. Computer Algebra Systems are used on algebraic expressions, and this allows the students to understand the structure of the algebraic functions and statements, and is particularly influential for highlighting the patterns of the equivalence, such as the factorization of the quadratic equations. Examples of the commonly used computer algebra systems are MathCAD and Maple, and they are used in simplifying rational functions, finding solutions to a set of equations, and factoring polynomials. In Calculus, the software can be employed in finding the limit of symbolically integrating and differentiating arbitrary equations. The main problems of using a computer algebra system as teaching tools are that the classrooms have different motivation levels and different technical skills and hence affecting the learning process of the students.
Data Analysis Tools
The data analysis tools in teaching enhance the visualization of the large sets of data with associated representations. These data analysis tools offer opportunities to students to explore the “what if” questions that are useful in learning statics and probability. They make it easier for learners to process as well as manipulate information, analyze the relations between the data sets, and identify trends and patterns for interpretation (Bain & Parkes, 2017). The weakness of the data analysis tools is that the cost of the tools differs based on the applications as well as features supported, and some of the tools are complex in use and requires thorough training.
Differences and Similarities of Various Teaching Tools
Tool  Graphing Application  Spreadsheet Application  Dynamic Geometry Software  Computer Algebra Systems  Data Analysis Tools 
Differences 
It makes it easy for students to form hypotheses and draw conclusions.  It assists the learners in managing difficult sets of numbers as well as help in saving time by enabling quick calculations.  It helps learners in understanding main concepts by enabling them to visualize and investigate various figures.  It automates the tedious and difficult algebraic tasks.
Helps develop visual/geometrical understanding. 
it enhances the visualization of the large sets of data with associated representations 
Complacency Students who rely solely on technologygenerated math graphs for classroom programs, might become complacent

· They are at greater risk for data corruption
· Only the information that the user chooses for analysis is included in these presentations, and therefore, other pertinent information that may influence decision making might be excluded, unintentionally. 
· There is no record of a student’s thought process or work.
· It cannot be programmed without the export as the web applet. 
It can potentially prevent students from making the proper connections between the techniques used and their mental approach to Mathematics.  The cost of the tools differs based on the applications as well as features supported, and some of the tools are complex in use and requires thorough training  
Similarities

· It can disconnect students from social interactions
· Helps the brain of the students to process new information, remember it, as well as apply it in the real world.

· it can disconnect students from social interactions
· Helps the brain of the students to process new information, remember it, as well as apply it in the real world. 
· it can disconnect students from social interactions
· Helps the brain of the students to process new information, remember it, as well as apply it in the real world. 
· It can disconnect students from social interactions
· Helps the brain of the students to process new information, remember it, as well as apply it in the real world. 
· It can disconnect students from social interactions
· Helps the brain of the students to process new information, remember it, as well as apply it in the real world. 
References
Bain, A., & Parkes, R. J. (2017). Curriculum authoring tools and inclusive classroom teaching practice: A longitudinal study. British Journal of Educational Technology, 37(2), pp. 177189.
Cullen, C. J., Hertel, J. T., & Nickels, M. (2020, April). The roles of technology in mathematics education. The Educational Forum (Vol. 84, No. 2, pp. 166178). Routledge.
Kandemir, M. A., & DemirbagKeskin, P. (2019). Effect of Graphing Calculator Program Supported Problem Solving Instruction on Mathematical Achievement and Attitude. International Journal of Research in Education and Science, 5(1), 203223.
Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and instructional design models for effective instruction. Advances in physiology education, 40(2), 147156.
Schunk, D. H. (2019). Learning theories an educational perspective sixth edition. Pearson.
Taylor, G. R., & MacKenney, L. (2016). Improving human learning in the classroom: Theories and teaching practices. R&L Education.