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| These are links to sites that support and promote use of ICT by Math teachers.
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 | You may download these concise and useful guides for teachers, one for primary and one for secondary math
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 | Integrating ICT into Mathematics in Key Stage 3, a pdf document available at The Standards Site.
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| Extracts from this document:
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| Opportunities for exploiting the power of ICT
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| The computer often provides fast and reliable feedback which is nonjudgemental and impartial. This can encourage students to make their own conjectures and to test out and modify their ideas.
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| The speed of computers and calculators enables students to produce many examples when exploring mathematical problems. This supports their observation of patterns and the making and justifying of generalisations.
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| The computer enables formulae, tables of numbers and graphs to be linked readily. Changing one representation and seeing changes in the others helps students to understand the connections between them.
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 | Working with dynamic images
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| Students can use computers to manipulate diagrams dynamically. This
encourages them to visualise the geometry as they generate their own
mental images.
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| Computers enable students to work with real data which can be represented in a variety of ways. This supports interpretation and analysis.
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| When students design an algorithm (a set of instructions) to make a
computer achieve a particular result, they are compelled to express their
commands unambiguously and in the correct order; they make their thinking explicit as they refine their ideas.
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| Good direct teaching with ICT
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| If pupils are to gain maximum benefits from using ICT in mathematics, teachers need to be aware of the following.
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| Practical activities and work with pencil and paper ...
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| ... usually need to take place alongside the work on the computer or graphical calculator.
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| Pupils can use ICT to generate large amounts of data.
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| They need to be taught to find, organise and use the information that is fit for a clearly defined purpose.
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| Pupils can use ICT unthinkingly, ...
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| ... pressing button after button to move rapidly from one screen to the next. They need to be encouraged to focus on what they see and to ask questions such as ‘Why did that happen?’ or ‘What would happen if…?’.
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| Feedback provided by ICT can lead pupils to make generalisations ...
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| ... based on experimental evidence. It is important that pupils are encouraged to reflect on what they see, evaluate the evidence, make predictions and explain their conclusions. Teaching with ICT should focus on observation, explanation and proof.
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| Dynamic geometry software allows pupils to explore and learn geometrical facts through experimentation and observation. Pupils can construct figures on the screen and then explore them dynamically. When an independent point or line is dragged with the mouse, all dependent constructions remain intact. They can be used to understand what stays the same and what changes under different conditions. They can motivate pupils to explain and prove.
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| Dynamic geometry software can be used in a variety of ways in Key Stage 3:
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| • exploring and learning about the properties of shapes;
• studying geometric relationships and learning geometrical facts;
• transforming shapes;
• working with dynamic images to make and test hypotheses about properties of shapes;
• making and exploring geometric constructions;
• constructing and exploring loci.
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| Spreadsheets allow users to sort and carry out a vast range of calculations on lists and arrays of numbers. The data contained in the spreadsheet can also be represented in various graphs and charts. There are a number of uses for spreadsheets in mathematics in Key Stage 3:
• generating and exploring number patterns and sequences;
• solving simple optimisation and number problems;
• developing an appreciation for the concept of a variable;
• constructing and exploring functions, including equivalence of functions;
• analysing data and statistics.
It is important to note that the notation used for constructing mathematical functions is often different to mathematical conventions. Also, some mathematical graphs and diagrams are difficult to produce correctly.
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