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Addressing mathematics literacy through technology, innovation, design, and engineering: as a subject area, we are often not given the credit that we rightfully deserve for helping to deliver basic skills in the classroom.

Article Excerpt
Once upon a time math teachers taught math, and technology teachers taught technology ... (and of course, technology teachers also taught math, not to mention some science, often a bit of history, usually some economics, and elements of other subjects as well). Those of us who teach technology have always known this. Perhaps because technological content is so inextricably linked to other subjects, we take the notion of interdisciplinary instruction for granted as a routine part of our teaching. But do other teachers realize this? Maybe a few. Do most school administrators recognize this? I doubt it. Does the general public recognize this? I don't think so. Do lawmakers and those who author educational policy, like the individuals who wrote the No Child Left Behind legislation, know this? I am reasonably sure they have no clue. So, I will begin with my conclusion.

In an era when so much emphasis is being placed on the high-stakes standardized testing of fundamental subjects such as reading, writing, and math, it makes sense to demonstrate the role technology educators play in developing such fundamental knowledge and skills in youth. While I believe that technology education contributes to the development of all fundamental skills, this article specifically addresses the contributions that technology, innovation, design, and engineering (TIDE) subject matter plays in the development of students' mathematical skills. Such an inextricable marriage between mathematics and TIDE is, in my mind, an easy relationship to articulate.

Does technology education really make a contribution to mathematical literacy? In order to answer this question, a basic review of the mathematical standards that define math literacy may be one logical place to start. In 2000 the National Council of Teachers of Mathematics (NCTM) published its most recent version of Principles and Standards for School Mathematics (PSSM) (NCTM, 2000). Like our own Standards for Technological Literacy: Content for the Study of Technology (STL) (ITEA, 2000/2002/2007), the authors articulate what students should know and be able to do with math at various grade levels including pre-K-2, 3-5, 6-8, and 9-12. Like many standards documents, the mathematics standards are ramped, meaning that the same standards exist at almost all grade levels, but the difficulty level and the...

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