## Teaching and Learning
Middle School Mathematics through Cyber Learning System: The Concept
of Centroid
*Inchul Jung*
`ijung@ksms.com` Department
of Mathematics Education Chonnam National University
**South
Korea**
### Abstract
As the development of technology accelerates, people have
expected that technology could impact on teaching and learning of
mathematics, and further students deeper understanding (Ayersman,
1996; Borba, 1995; Clements & Del Campo, 1989; Hannafin, Hill,
& Land, 1997; Johnson-Gentile, Clements, & Battista, 1994).
Along with these aspects that technology might bring to the
educational field, it was expected that students proactive
participation in mathematics classroom and creativity in exploration
could be accomplished (Bransford, Stein, Delcos, & Littlefield,
1986; Dreyfes & Gullo, 1984; Kwon, Kim, & Kim, 2002). One of
the softwares that brought peoples attention to the research study
in mathematics education relating to students understanding in 1980s
was the LOGO, so called Turtle Geometry (Papert, 1980). This
software is especially limited to geometry and the level is
appropriate for low graders in elementary school. One thing that
stands out in LOGO is to guide students to know geometrical figures
conceptually by stimulating students thinking power and leading
their voluntary participations rather than students get the results
by inputting the data into the machine or mechanically memorize the
concepts of geometrical figures. In the sense that not only LOGO was
the newly introduced mechanical tool but also it encouraged students
active participation, people began to foresee the other
possibilities that they could do with this. One of the first things
that we can easily observe in the technology-based classroom is the
change of proportion of the power in the classrooms between teachers
and students (Hannafin, Hill, & Land, 1997). With the appearance
of increasingly powerful, useful, and adaptable technologies,
unprecedented learning environments which are different from those
of traditional classrooms have emerged. Especially these systems,
called open-ended learning environments (OELEs) (Hannafin, 1992),
provide@electronic tools and resources with which students attempt
to address authentic situated problems@(Hannafin, Hill, & Land,
1997, p. 94). As we can guess easily, the power in the traditional
classrooms is almost centered to teachers, that is, the teacher who
is in charge of leads a class from the beginning to the end and
students are asked to do as they are told. Whereas, although it
depends on the design of class in the technology-based classroom,
much proportion of power in classrooms is naturally divided into the
hands of students. This change requires not only the reformed
curriculum so that new environments can play roles that are expected
but also the preparation of teachers and active participation of
students are necessary for successful teaching and learning of
mathematics. |