## Critique of a task using digital technology

Mathematical topic: Apply the associative, commutative and distributive laws to aid mental and written computation and make estimates for these computations

Digital Technology chosen: Computer

PARAGRAPH 1 (250 words)
Describe the mathematical task. What the students will be doin” rel=”nofollow”>ing. What the teacher will be doin” rel=”nofollow”>ing. How the students will be workin” rel=”nofollow”>ing. How the teacher will be teachin” rel=”nofollow”>ing.

Explain” rel=”nofollow”>in the topic

PARAGRAPH 2 (250 words)
Describe the technology that will be in” rel=”nofollow”>integrated in” rel=”nofollow”>into the mathematical task chosen. Explain” rel=”nofollow”>in how the technology will be in” rel=”nofollow”>integrated. What are the benefits? What does the evidence/research say? What are the limitations? How can the teacher work around these limitations?
PARAGRAPH 3 (250 words)
Explain” rel=”nofollow”>in what is conceptual and procedural knowledge and problem solvin” rel=”nofollow”>ing in” rel=”nofollow”>in relation to mathematics.
PARAGRAPH 4 (500 WORDS)
How will this mathematical task and digital technology help students to construct mathematical understandin” rel=”nofollow”>ing (conceptual knowledge)? Make lin” rel=”nofollow”>inks between task and digital technology to conceptual knowledge and lin” rel=”nofollow”>inks to the benefits shown by evidence.
How will this mathematical task and digital technology help students develop skill efficiency (procedural knowledge)? Make lin” rel=”nofollow”>inks between task and digital technology to developin” rel=”nofollow”>ing skill efficiency and lin” rel=”nofollow”>inks to the benefits shown by evidence.
How will this mathematical task and digital technology help students engage in” rel=”nofollow”>in problem solvin” rel=”nofollow”>ing skills? lin” rel=”nofollow”>ink to benefits as shown by evidence.
PARAGRAPH 5 (500 words)
Critique the task: explain” rel=”nofollow”>in strengths and limitations in” rel=”nofollow”>into how maths is learned.