Download Teaching Secondary Mathematics with ICT (Learning & Teaching by Sue Johnston-Wilder, David Pimm PDF

By Sue Johnston-Wilder, David Pimm

“This is a ebook all arithmetic lecturers and instructor educators may still learn! It brings jointly a wealth of insights from quite a number authors… the key matters confronting academics of arithmetic who desire to use ICT in several domain names of arithmetic are addressed in a transparent and available way.” Professor Celia Hoyles OBE, Dean of study and Consultancy, Institute of schooling, collage of London instructing Secondary arithmetic with ICT exhibits the reader how one can use info and communique expertise (ICT) successfully to reinforce the instructing of arithmetic within the secondary tuition. The publication explains which kinds of know-how can be utilized to enhance arithmetic instructing and studying, tips to start and the place to head for additional details. the 1st chapters offer an invaluable advent for these new to educating arithmetic with ICT. additional chapters disguise issues together with: ICT and the curriculum: quantity, algebra, geometry and records utilizing interactive whiteboards within the school room utilizing the net and video-conferencing to reinforce educating The ebook comprises sensible lecture room eventualities and case stories (for instance, the government-funded MathsAlive! Initiative), in addition to discussions of common matters, corresponding to the position of suggestions and using ICT in whole-class instructing. It attracts on present study and is supplemented via a associated website, which gives entry to demonstration copies of software program and pattern records. it is also a listing of assets with lists of corporations, sites, tasks and extra examining. Key interpreting for schooling scholars specialising in arithmetic and all these educating secondary arithmetic, together with non-specialists and people on expert improvement classes. stopover at the text-supporting site:

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M. J. and McLeay, H. (1996) ‘Zooming spreadsheets: Putting functions under the microscope’. Micromath, 12(1) pp. 35–8. pdf) Morrison, T. (1998) ‘Using spreadsheets to teach differentiation’. Micromath 14(1) pp. 30–3. pdf) Ofsted (2002) ICT in Schools: Effect of Government Initiatives – Secondary Mathematics. London. Ofsted. Open University (2003) Developing Mathematical Thinking at Key Stage 3: MEXR624 Course Materials. Milton Keynes: Open University. Papert, S. (1980) Mindstorms: Children, Computers and Powerful Ideas.

Although Logo is seen by many as being ‘only’ an educational language, it is in fact a very sophisticated computer language and can be used as a vehicle for exploring deep mathematical ideas (Abelson and diSessa, 1981). Using Logo allows you to: explore shape; develop the concept of function; develop programming skills and learn about the nature of algorithmic processes; and use Logo microworlds to study particular curriculum areas. The following program draws a square using Logo: to square :side repeat 4 [fd :side rt 90] end Once ‘square’ is saved, it becomes a procedure that can be called in another procedure.

Part A ICT and the school mathematics curriculum 3 T H I N K I N G N U M E R I C A L LY: S T RU C T U R E D N U M B E R Dave Hewitt This chapter presents a case study in the design of software, focusing on two programs in particular called Numbers and Powers of 10, from the package Developing Number (Association of Teachers of Mathematics, 2004). My intention, however, is to bring out general issues and principles for you to consider when engaging critically with other software. Thus, although I attend to the pedagogic basis lying behind some aspects of these particular programs, my intention is for these to act as examples in highlighting general features and principles at work in most, if not all, educational software.

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