Using ICT to Support the

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Using ICT to Support the Teaching and Learning of
Mathematics
BECTA
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What constitutes ICT?

• ICT includes calculators as well as computers and
  extends to the whole range of audio-visual aids.
  You might use
• A digital camera to take pictures of shapes found
  around the school
• A CD-ROM to research data on the heights of
  mountains
• Calculators to convert fractions into decimals
• Audio tapes for learning counting and
  multiplication facts
• Number lines displayed on a large computer screen
  to look at number patterns
• A television broadcast to focus on an aspect of
  mathematics
• A video recorder to record data over a period of
  time
• Data logging equipment to record changes in
  temperature over time
• The Internet to access up-to-date weather data

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What is the teachers role in all this?

• The teachers role is to demonstrate, explain and
  question, to stimulate childrens interest,
  invite predictions and interpretations of what is
  displayed and ask individual children to respond.
• ICT can be used effectively by the teacher with
  the whole class, a group, or one or two children
  working independently.
• When children are working in groups or
  individually, the teacher should intervene
  occasionally to develop the childrens learning
  and to make sure they are all participating.
• Teachers should organise ICT resources
  effectively to meet the mathematics learning
  objectives.

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The planning for each lesson should take into
account whether ICT will

• enhance the mathematics lesson
• support good teaching in mathematics
• directly relate to the mathematics objectives
• improve the children's mathematics learning.

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In other words

• Planning should ensure that the lesson is focused
  on the mathematics, that the software program
  used is relevant to the teaching objectives, and
  that the program truly supports the teaching and
  learning.
• It is important that ICT is an integral part of
  the daily mathematics lesson and is organised
  with the whole class in mind.

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How can ICT support the teaching of mathematics?

• ICT can make whole-class mathematics teaching
• Easier Materials and resources can be quickly
  prepared, stored and retrieved. Work can be saved
  for later continuation or review. Work can be
  displayed or printed out at any stage and easily
  shared.
• Better The medium allows the attractive
  presentation and flexible manipulation of
  resources. It engages pupil attention, enables
  differentiation and facilitates interaction.
• Different It allows the presentation of a wide
  range of resources (e.g. CD-ROMs and Websites),
  which may not be accessible in any other way.

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How can web-based resources support Mathematics?

• Access to web-based resources can help teaching
  and learning of mathematics in several ways,
  including
• exploring, describing and explaining number
  patterns
• practising and consolidating number skills
• exploring patterns in data
• estimating and comparing measures of distance,
  angle, time and so on
• experimenting with properties of shapes and
  geometric patterns
• developing mathematical vocabulary, logical
  thinking and problem-solving skills.

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Exploring, describing and explaining number
patterns

• Numberlines are used all the time in the daily
  mathematics lesson. This one can be customised by
  the teacher to meet specific learning objectives.
• Ducks Digits is a program which encourages
  children to identify and complete number
  sequences. The program can be used at three
  different levels, each increasing in complexity.

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Practising and consolidating number skills

• Spin to Win is a program which helps consolidate
  childrens understanding of place value. There
  game can be played at three levels, depending on
  the age/ability of the children.
• Sorting Game - Numbers is a binary tree sorting
  program which encourages children to use their
  knowledge of numbers to distinguish one
  particular number from a set of numbers.

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Exploring patterns in data

• Archimedes Bath is a simulation of Archimedes
  taking a bath. The children can experiment with
  variables and see what happens as a results. The
  depth of water is continuously recorded at the
  bottom of the screen. In addition depth samples
  are recorded every ten seconds. The graphs can be
  printed out and the children can tell the story
  of the graph.
• Amblegraph is a program which enables the
  construction of simple bar graphs. This allows
  simple surveys to be undertaken, graphed and
  explained.

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Estimating and comparing measures of distance,
angle, time

• Awards Ceremony is a program which is based on
  events at the Olympic Games. Depending on which
  event is selected, children have to order
  distances or times for events.
• Whats My Angle? Helps children understand what
  an angle is and how it can be measured. It also
  encourages children to estimate an angle and then
  check their estimate for accuracy.

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Experimenting with properties of shapes and
geometric patterns

• Geoboard is a microworld for exploring the
  properties of shape. Children are encouraged to
  explore the relationship between the number of
  sides and the angle of turn in regular polygons.
• Tangrams is a program which allows children to
  explore the properties, equivalent areas and
  orientation of shapes in order to build a series
  of pictures.

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Developing mathematical vocabulary, logical
thinking and problem-solving skills

• Edmo and Houdini is a program to help younger
  children understand positional language.
• Frogs is a program to help children think
  logically to order frogs sequentially.
• Toy Shop is a program where children play against
  each other, taking turns to use their knowledge
  of money to play the last coin, buy the toy and
  win the game.

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Where can I find lesson plans for some of these
programs?

• http//vtc.ngfl.gov.uk/numeracy