Mathematics education with digital technology PDF
Preview Mathematics education with digital technology
Mathematics Education with Digital Technology Other Titles in the Education and Digital Technology Series Drama Education with Digital Technology, Michael Anderson, John Carroll and David Cameron Foreign Language Learning with Digital Technology, Michael Evans Music Education with Digital Technology, John Finney and Pamela Burnard Also available from Continuum Teaching Mathematics Using ICT, Adrian Oldknow, Ron Taylor and Linda Tetlow Mathematics Education with Digital Technology Education and Digital Technology Edited by Adrian Oldknow and Carol Knights Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704, New York London SE1 7NX NY 10038 www.continuumbooks.com © Adrian Oldknow, Carol Knights and Contributors 2011 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Adrian Oldknow, Carol Knights and Contributors have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identifi ed as Author of this work. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. EISBN: 978-1-4411-8900-4 Library of Congress Cataloging-in-Publication Data Mathematics education with digital technology / edited by Adrian Oldknow and Carol Knights. p. cm. – (Education and digital technology series) Includes bibliographical references and index. ISBN 978-1-4411-8472-6 (hardcover) – ISBN 978-1-4411-8900-4 (ebook (pdf)) 1. Mathematics–Study and teaching (Middle school)–Technological innovations. 2. Electronic instruments, Digital. I. Oldknow, A. J. (Adrian James), 1946- II. Knights, Carol. QA11.2.M2779 2011 510.71—dc22 2010033395 Typeset by Newgen Imaging Systems Pvt Ltd, Chennai, India Printed and bound in Great Britain Contents Notes on Contributors ix Series Editor’s Foreword xix Acknowledgements xxi Introduction xxii Part 1 Where Are We Now? Chapter 1 The Neuroscience of Connections, Generalizations, Visualizations and Meaning 3 Edward D. Laughbaum Chapter 2 ICT in the United States: Where We Are Today and a Possibility for Tomorrow 12 Gail Burrill Chapter 3 ICT in France: Development of Usages, Institutional Hesitations and Research Questions 23 Luc Trouche and Ghislaine Gueudet Chapter 4 ICT and the English Mathematics Curriculum 30 Sue Pope Part 2 What Does Research Tell Us? Chapter 5 The Value of Learning Geometry with ICT: Lessons from Innovative Educational Research 39 Keith Jones Chapter 6 Learning Mathematics Using Digital Resources: Impacts on Learning and Teaching for 11- to 14-year-old Pupils 46 Don Passey vi Contents Chapter 7 Improving on Expectations: Preliminary Results from Using Network-supported Function-based Algebra 61 Walter Stroup, Lupita Carmona and Sarah M. Davis Part 3 Key Pedagogical Issues in Embedding ICT in Teaching and Learning Mathematics Chapter 8 Designing Substantial Tasks to Utilize ICT in Mathematics Lessons 75 Colette Laborde Chapter 9 Learning from Acting on Objects 84 John Mason Chapter 10 A Case Study of Using Multiple Resources to Teach Straight Line Graphs 101 Rosemary Deaney and Sarah Hennessy Part 4 Description of a Range of ICT Tools Chapter 11 Emerging Technologies for Learning and Teaching Vanessa Pittard 111 Chapter 12 Home and School – Bridging the Gap 118 Russell Prue Chapter 13 Personal Portable Technology 123 Adrian Oldknow and Peter Hamilton Part 5 Practical Ideas of ICT to Enhance Teaching and Learning Chapter 14 Linking the Mathematics Curriculum to Software, Resources and Strategies to Engage Teachers and Learners in Using ICT in the Classroom 135 Linda Tetlow Chapter 15 The Uses of Online Resources for Teaching and Learning Mathematics at Advanced Level 148 Bryan Dye Chapter 16 What Do the Subject Associations Offer? 157 Ruth Tanner Contents vii Chapter 17 Modelling, Functions and Estimation: A Pizza Problem 163 Chris Olley Part 6 ICT Supporting Cross-curricular Work with Mathematics Chapter 18 Using Video Analysis to Develop Modelling Skills in Physics 177 Steve Hearn Chapter 19 Bloodhound SSC: A Vehicle for STEM 185 Ian Galloway Chapter 20 Modelling Action in Sports and Leisure 192 Matt Pauling and Adrian Oldknow Part 7 Case Studies of Teachers Engaging with ICT Chapter 21 Teaching International Baccalaureate Mathematics with Technology 205 Jim Fensom Chapter 22 Why Use Technology to Teach Mathematics? 213 Andy Kemp Chapter 23 Using ICT to Support Learning Mathematics in the Primary Classroom 220 Mel Bradford and Tina Davidson Chapter 24 The Role of a Head of Mathematics Department in Ensuring ICT Provision and Use within Lessons 230 Dawn Denyer and Carol Knights Chapter 25 Developing Problem Solving Skills and Cross-curricular Approaches in Mathematics Utilizing ICT 234 Michael Hartnell and Carol Knights Part 8 Implications for Professional Development Chapter 26 Supporting Developments within a Local Authority 241 Ron Taylor Chapter 27 Supporting Teachers in Introducing New Technologies 251 Alison Clark-Wilson viii Contents Chapter 28 Implications for Professional Development: Supporting Individuals 257 Pip Huyton Chapter 29 What Are the Signifi cant Factors Which Support the Integration of ICT in the Mathematics Classroom? 261 David Wright and Pat Woolner Glossary 268 Index 271 Notes on Contributors Mel Bradford is a primary school teacher working at a school in Brighton, UK. She has worked in various state schools in the United Kingdom and completed her PGCE at Sussex University in 1991. During her career, Mel has been a co-ordinator for mathematics and assessment. She is currently ICT co-ordinator. As mathematics was her degree subject, she has always been interested in promoting mathematical understanding with primary school children. Gail Burrill, a former secondary teacher and department chair, is currently a Mathematics Specialist in the Division of Science and Mathematics Educa- tion at Michigan State University. She served as President of the National Council of Teachers of Mathematics and as Director of the Mathematical Sciences Education Board. She has been involved in using graphing calcu- lators in teaching mathematics since their advent, is an instructor for Teach- ers Teaching with Technology, and serves as a senior mathematics advisor to Texas Instruments Education Technology. Gail has written and edited many books and articles on teaching and learning statistics and spoken nationally and internationally on issues in teaching and learning mathematics. Her research interests are the use of technology in teaching secondary mathe- matics, statistics education at the secondary level, and issues related to the professional development of teachers. Lupita Carmona is a native of Mexico. Dr. Carmona has an impressive record of professional leadership and research both in Mexico and the US. Dr. Carmona worked for the Ministry of Education in Mexico in leading national incentives for educational reform through the implementation of new technologies. Later she obtained her doctoral degree in Mathematics Education at Purdue University. Her research focuses on student learning, curriculum development, and evaluation and assessment, with heavy emphasis on collaborative learning and distance education. Dr. Carmona teaches in the UTeach secondary certifi cation programme and the gradu- ate programme in Science and Mathematics Education in the University of Texas at Austin.
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