Plenary Lecture
Developing a technologically
rich scheme of work for 11 – 12 year olds
in mathematics for electronic delivery
Alison Clark-Jeavons
, University College Chichester, UK - Rosalyn
Hyde, The Mathematical Association, UK
There is a major change happening in the English and Welsh education
system in relation to the use of technology. Generally, in the last couple
of years, schools have moved over from using a variety of computer platforms,
including, commonly, Archimedes to using IBM-compatible networks of personal
computers. There has been a huge increase over this period in the number
of schools connected to the Internet, although the level of access in schools
does vary. It is now common to find mathematics classrooms equipped with
one or two PCs and there have been schemes to help teachers buy laptops
for personal use. Schools are also beginning embrace other forms of technology.
Some schools now have some access to electronic whiteboards and data projectors.
The use of calculators, four function, scientific and graphics, at all
levels of the curriculum has been a matter for great debate in England
and Wales for some time. The associated issues of choosing software and
training teachers to use this technology are also matters for consideration.
At the end of September 2000, the National Numeracy Strategy published
a draft Framework for Teaching Mathematics for Key Stage 3 (11-14 year
olds). This should have a significant impact on the use of technology in
the teaching of mathematics as it contains exemplification of the use of
PCs (principally spreadsheets and dynamic geometry) and graphics calculators.
In order to respond pro-actively to this climate of changing technology,
the Department for Education and Employment has commissioned Research Machines
plc to develop a year 7 (pupils aged 11 – 12) scheme of work for mathematics
that makes extensive use of these technologies. The materials forming the
scheme of work are all delivered to the 20 pilot schools electronically.
Each of these pilot schools have been equipped with 3 classroom PCs, a
laptop for the teacher, an electronic whiteboard, a data projector, and
15 graphics calculators. In terms of software, the schools have Microsoft
Office, The Geometer’s Sketchpad, MSW LOGO, Easiteach for using the electronic
whiteboard, and some custom-written software. The project has been developed
to motivate and engage students and is aimed at evaluating the contribution
of ICT in raising standards in the teaching of mathematics.
Developing materials for using this level of technology in classrooms
is a real challenge and is uncharted territory, certainly for a project
of this scale and with this level of impact nationally. The opportunity
exists to develop the pedagogy for the appropriate use of technology and
result in a real impact on the teaching and learning of mathematics. The paper will examine the background to this work and relate recent
research as to the effects of different types of access to ICT on the learning
process. It will develop a rationale for development of such materials
and examine the implications and effects of such development.
The plenary lecture will present this work as well as showcase materials
developed by the project and present some of the preliminary findings from
the project evaluation team.
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The Fifth International
Conference on Technology
in Mathematics Teaching
