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ICT and Secondary Maths - Using Subject Specific Resources
| Module 2 | Contents |
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The aim of this module is to clearly identify areas within your schemes of work where ICT may enhance the mathematics teaching and learning. The focus for this module will be on specific software to support mathematics, but initially explores what is meant by ‘specific and generic software types’ within the context of mathematics.
You will have completed an audit of both your ICT skills and the resources available in your school. These will help you and your trainer to analyse how your schemes of work are set up and in what ways ICT is, or might be, already integrated.
Information and Communications Technology certainly has many useful applications in the teaching of Mathematics. However it is important that any use of ICT is incorporated into the schemes of work and it is crucial that it is seen to support the teaching and learning of mathematics. Below is a list of ways in which you may already find ICT is useful.
Enhancing the maths curriculum
ICT can be used to enhance learning in the following ways.
ICT can be used to enhance teaching in the following ways
Task 2
- Use the list given above and a brief outline of your scheme of work for mathematics to help you identify opportunities for using ICT to support teaching and learning. (Do this as far as you are able – you will be returning to this throughout your training to make additions and amendments)
- Complete your Curriculum Audit for Mathematics provided by your trainer – this is important for you and your trainer since it will enable a training action plan to be compiled tailored to your specific needs.
What are ‘Specific and Generic’ ICT resources for Mathematics?
A basic definition of the two forms may be:
Specific software packages can be bought ‘off the shelf’ as ready made resources to cater for a wide range of topics and concepts.
Why then bother with writing ‘new’ resources using a generic package such as a spreadsheet?
Discuss with colleagues the benefits and constraints of producing resources using generic software.
A range of ICT resources that may be available in schools is given below. Further resource ideas and descriptions can be found at: Information on software and tools on the Virtual Teacher Centre website - http://curriculum.becta.org.uk.
Direct links to software titles and sample downloads are given in the next module.
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Software Type |
Examples |
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Spreadsheets |
MS Excel, Starting Grid, Lotus 1-2-3, Claris Works |
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Graph plotting |
Autograph, Omnigraph, |
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Dynamic geometry packages |
Cabri-Géomètre II, The Geometers Sketchpad |
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Logo programming |
SuperLogo, MSWLogo for Windows, Berkeley Logo for Mac, Logo Microworlds |
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Symbol Manipulation (CAS – Computer Algebra System) |
Derive, Mathcad, Mathematica |
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Presentation packages |
MS PowerPoint, HyperStudio |
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Internet |
Numerous uses! Links to resources, information as well as e-mail and conference correspondence. Follow the links from this site and that of the VTC as a starting point. |
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Databases |
MS Access, Information Workshop, Claris Works, MS Excel |
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CD-ROMs |
Planet Number, Tesselmania, Maths Workshop |
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Statistical software |
Fathom, Add-ins for MS Excel, MS Access |
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Variety of mathematics software for practice and consolidation of skills |
MicroSmile, SlimWam 1 & 2 |
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Variety of mathematics software for investigational work |
Maths Explorer, Problem Solving |
Task 3
Visit the following three websites to find out more about the types of ICT support for teaching and learning mathematics:
- Virtual Teachers Centre – http://curriculum.becta.org.uk/docserver.php?temid=89
- The Mathematical Association – http://www.m-a.org.uk/index.htm
- The Association of Teachers of Mathematics – http://www.atm.org.uk
Conduct an audit of all mathematics software available in your school.
Along with colleagues in your department draw up a departmental overview of ICT resources currently used to support teaching and learning and try to identify areas which may need development. Are there software types identified as being particularly useful, not present in school?
How are the available resources currently used?
Specific ICT resources for Mathematics
[VTC Link: http://curriculum.becta.org.uk/docserver.php?docid=1764 ]
Logo is a surprisingly powerful programming language, which can greatly assist the development of a range of mathematical concepts and ideas. The common perception of Logo conjures up a view of an onscreen "turtle" providing a visual image of the programs created. However, Logo goes much further than generating geometric images. It has a host of primitive functions that can be used to create a range of mathematical functions from list processing to animation with sound!
Initial use of Logo might be to introduce pupils to accurate and procedural instruction. This is often the approach taken in many primary schools.
There are a number of versions of Logo with variations in the syntax used for commands. This might seem to be a source of confusion but can also be a strength since this demands a clearer focus upon the conceptual development of programs and procedures rather than learning ‘the Logo language’.
For instance, there is MSW Logo which is freeware. However it is an excellent implementation with very good documentation available on-line, while LCSI MicroWorlds is a sophisticated Logo-based authoring system.
The Logo Foundation is a great source of information and support and is certainly an excellent starting point. Their site can be found at:
Logo has held a lofty position in the mathematical arena for some time, having explicit mention within the National Curriculum Orders from day 1.
Why is this? Is Logo still an important consideration when looking for appropriate use of ICT tools in mathematics or have other resources, such as the spreadsheet, superseded it?
[VTC Link: http://curriculum.becta.org.uk/docserver.php?docid=1762 ]
Software packages such as Geometer's Sketchpad and Cabri-Géomètre II allow pupils to very easily construct any geometric shape and manipulate it dynamically. This is what is referred to as a Dynamic Geometry System. Such software encourages pupils to develop their own mental images, formulate conjectures and test theories. Cabri Geometre is probably the most widely known system. It has the cleanest interface and works very elegantly (it is produced at the University of Grenoble, but sold by Texas Instruments). Geometers Sketchpad is similar to Cabri and has comparable features. It has neat facilities for setting up button-controlled animations.
Three popular examples are given here. Check the sites for free demo versions to download:
Geometer's Sketchpad - http://www.keypress.com/catalog/products/software/Prod_GSP.html
Cabri-Géomètre II -http://www.cabri.net/index-e.html
FX Draw - http://www.efofex.com/
Two others to try are Dr Geo, a freeware program which works well but is rather limited, while Cinderella is a system primarily designed for web publishing and has a very complex interface.
[VTC Link: http://curriculum.becta.org.uk/docserver.php?docid=1763 ]
These can take the form of software running on a computer or built into a hand held calculator. Graphs can be drawn directly from an equation or a table of values, allowing pupils to switch easily between different representations. This allows pupils to develop a conceptual understanding of graphs.
There are many different graphic calculators on the market, and the cheaper versions often are more than adequate for classroom needs. However, check the specifications against your requirements before going any further.
Some useful links to graph plotting software:
Graphmatica - http://www8.pair.com/ksoft/
Coypu - http://www.octpen.demon.co.uk/coypu/index.html
Autograph - http://users.argonet.co.uk/circleline/
FX Graph - http://www.efofex.com
Omnigraph - http://www.spasoft.co.uk/omnigraph.html
Texas Instruments (for information on graphics calculators and software) -
Derive is relatively cheap and has become popular with a good new windows version. It is also built in to the Texas TI-89 and TI-93 calculators.MathCad is interesting because the publishers publish electronic books using it including a comprehensive tutorial set for secondary level. If you buy the tutorial CD you get the whole programme which makes it very cheap!
Maple is one of the heavyweight systems for professional mathematicians.
TI-Interactive has many dynamic algebra features, but can also download and engage with files from a Texas graphical calculator.
The Internet is a vast resource for mathematics teachers seeking advice, ideas, materials or a lively debate.
The conference site and the sites of the professional mathematics associations have lists of links to key mathematics sites and is well worth a look. Other mathematics teachers are adding their own links of useful sites, so check back at frequent intervals.
Access the Internet to:
Some starting points might be:
The Maths Curriculum IT Support pages on the VTC:
http://curriculum.becta.org.uk/docserver.php?temid=89
Maths Net is packed with ideas and can be found at:
BBC Education’s Maths File is a fun intro:
http://www.bbc.co.uk/education/mathsfile/index.shtml
The maths enrichment site (nrich!):
SupaStat gives a wide range of charting and statistical analysis tools.
Fathom allows you to chart a data set, then drag the chart to dynamically up-date the data.
MathType is the ‘full’ version of the programme called equation editor which comes as part of most word processors. The main advantage of this version is that you can prepare interactive algebra presentations for the internet.
Task 4
If you have not done so already, begin your own bookmark / favourites list of useful maths sites (either ask your trainer or a colleague how to do this if you are unsure). You can begin with the site addresses given above. Follow links from these pages to other sites of interest and evaluate these. Refer to Task 6 in the next module for help on evaluation and access to a Resource Evaluation Proforma. When your list reaches ten or thereabouts, post it to the secondary maths section of the conference for others to share.
There are many examples of specific software to aid development of number. Most focus on all or a subset of the following discreet areas:
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numbers |
bearings |
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fractions |
volume |
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percentages |
weight |
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complements |
length |
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tables |
addition |
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directed numbers |
subtraction |
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graphs |
division |
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tables |
multiplication |
(see next section regarding finding CD-ROM titles featuring the above)
Some commonly used examples are:
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Title and Publisher |
Web address |
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Big Top Maths – Neptune Computer Technology |
http://www.neptunect.co.uk/products/bigtopmaths/introduction.htm |
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Complete Maths Workshop – SiR Learning Systems Ltd |
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Developing Number - ATM |
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Advanced Maths Workshop - Sir Learning Systems Ltd |
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Algebra – Virtual Image |
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Algebra animator - Riverdeep Interactive Learning Ltd |
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Farrago-1 - ESS |
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Fractions – Virtual Image |
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Hooray for Maths – Lander Software |
The above is but a small selection, Task 5 within this module will help you gain information about some of these and more.
Mathematics Software on CD-ROM
There is so much software now available that it is difficult for teachers to know where to start. Most schools have some useful programs, but also some that are rarely used, as they were not what they expected. So choose carefully and always arrange a trial period. The BECTa site below has a useful set of reviews.
Further guidance on how to evaluate ICT resources is given in Core Module 3, where you will find examples of evaluations, and links to other sites where ICT resources are evaluated. In addition, TEEM (Teachers Evaluating Multimedia) gives good insights into how to evaluate multimedia resources, and might have an evaluation of a resource that you are interested in.
Search the Becta CD-ROM reviews for maths packages
Softronix.com has some interesting software including a LOGO package
Spasoft.co.uk supply Omnigraph - there is a demo on this site.
Task 5
Use the on-line conference area to research use of specific software within a nominated area of mathematics. You can do this simply by posing a question along the lines:
I am trying to determine what 'specific software' is being used by other schools in an effective way to support [TOPIC] for use at [YEAR / KEYSTAGE]. Please respond with one example you have used or are currently using.
It would be useful to include an example of your own when making this request (which may be to support a different topic to that which you are seeking guidance).
Finally, you can find out about a range of specific software by performing a search on the Becta Software database. This can be accessed at:
http://besd.becta.org.uk/search/index.php3?op=new
Complete the on-screen form specifying at least Mathematics in the subject area and, if required, the age or Keystage to focus upon.
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