Four Corners in Learning Mathematics with Technology


  • Jessica Edwards University of Delaware
  • Alfinio Flores University of Delaware


Future mathematics teachers take one of four positions (strongly agree, agree, disagree, strongly disagree) with respect to each of three statements emphazing the connections between communication and mathematics, and write a brief explanation.  Students group themselves in four corners according to their position. The instructor asks students in each corner to justify their position. The statements used in this activity were

  • Teaching with technology is important for me to be able to communicate important concepts to students.
  • My understanding of mathematical concepts and language is less important than understanding how to complete the activity.
  • Writing in mathematics is less important for me to communicate concepts to the students.
Mathematiccs teachers in schools may change the statements to emphasize other aspects of learning mathematics in their own classroom.


Facing history and ourselves (2016). Four corners. Retrieved May 24, 2017 from

Flores, A. (2014). Integrating computers, science, and mathematics - A course for future mathematics teachers. In Proceedings of the 6th International Conference on Computer Supported Education, p. 246-251. Scitepress. DOI: 10.5220/0004942402460251

Hopkins, Gary (2003). Four corner debate. Education World. Retrieved May 24, 2017 from

Wolfe, J. (2010). Rhetorical numbers: A case for quantitative writing in the composition classroom. College Composition and Communication, 61(3), 452–475.




How to Cite

Edwards, J., & Flores, A. (2018). Four Corners in Learning Mathematics with Technology. Ohio Journal of School Mathematics, 78(1). Retrieved from




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