Mathematics Education with Digital Technology
Published on 9. May 2013
Book
Paperback/Softback
304 pages
978-0-567-25028-5 (ISBN)
Description
Mathematics Education with Digital Technology examines ways in which widely available digital technologies can be used to benefit the teaching and learning of mathematics. The contributors offer their insights to locate the value of digital technology for mathematics learning within the context of evidence from documented practice, prior research and of educational policy making. Key pedagogical uses of digital technologies are evaluated in relation to effective mathematics learning and practical ideas for teaching and learning mathematics with digital technology are critically analysed. The volume concludes by looking at future developments and by considering the ways in which ICT could be used as a catalyst for cross-curricular work to achieve greater curricular coherence.
Reviews / Votes
'This is an exciting book that draws on the expertise of a wide range of contributors from across the globe and from both research and classroom backgrounds. It is thought-provoking and challenging. It covers a diverse range of types of ICT use all of which illustrate the potential of ICT to enhance the learning and teaching of mathematics. I hope with the help of books like this one we can move the agenda forward and bring ICT to all our students.' Celia Hoyles OBE, Professor of Mathematics Education, University of London, UK, and Director of the National Centre for Excellence in the Teaching of Mathematics, UK Mathematics Education with Digital Technology will be of interest to those involved in the training of teachers and in the development of mathematics curricula. -- John Sykes, Sedbergh School, Sedbergh, UKMore details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Professional and scholarly
Illustrations
112
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 16 mm
Weight
456 gr
ISBN-13
978-0-567-25028-5 (9780567250285)
DOI
CBID179292
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Adrian Oldknow | Adrian Oldknow | Carol Knights
Mathematics Education with Digital Technology
E-Book
06/2011
1st Edition
Continuum Publishing Corporation
€43.99
Available for download
Adrian Oldknow | Adrian Oldknow | Carol Knights
Mathematics Education with Digital Technology
E-Book
06/2011
1st Edition
Bloomsbury Continuum
€44.49
Available for download
Persons
Adrian Oldknow is Emeritus Professor of Mathematics and Computer Education at the University of Chichester, UK.
Carol Knights is Principal Lecturer in Mathematics Education at the University of Chichester, UK.
Carol Knights is Principal Lecturer in Mathematics Education at the University of Chichester, UK.
Content
Notes on Contributors
Series Editor's Foreword
Acknowledgements
Introduction
Part 1: Where Are We Now?
1. The NeuroScience of Connections, Generalizations, Visualizations and Meaning Edward D. Laughbaum
2. ICT in the United States: Where We Are Today and a Possibility for Tomorrow Gail Burrill
3. ICT in France: Development of Usages, Institutional Hesitations and Research Questions Luc Trouche and Ghislaine Gueudet
4. ICT and the English Mathematics Curriculum Sue Pope
Part 2: What Does Research Tell Us?
5. The Value of Learning Geometry with ICT: Lessons from Innovative Educational Research Keith Jones
6. Learning Mathematics Using Digital Resources: Impacts on Learning and Teaching for 11- to 14-year old Pupils Don Passey
7. Improving on Expectations: Preliminary Results from Using Network-supported Function-based Algebra Walter Stroup, Lupita Carmona and Sarah M. Davis
Part 3: Key Pedagogical Issues in Embedding ICT in Teaching and Learning Mathematics
8. Designing Substantial Tasks to Utilize ICT in Mathematics Lessons Colette Laborde
9. Learning from Acting on Objects John Mason
10. A Case Study of Using Multiple Resources to Teach Straight Line Graphs Rosemary Deaney and Sarah Hennessy
Part 4: Description of a Range of ICT Tools
11. Emerging Technologies for Learning and Teaching Vanessa Pittard
12. Home and School - Bridging the Gap Russell Prue
13. Personal Portable Technology Adrian Oldknow and Peter Hamilton
Part 5: Practical Ideas of ICT to Enhance Teaching and Learning
14. Linking the Mathematics Curriculum to Software, Resources and Strategies to Engage Teachers and Learners in Using ICT in the Classroom Linda Tetlow
15. The Uses of Online Resources for Teaching and Learning Mathematics at Advanced Level Bryan Dye
16. What Do the Subject Associations Offer? Ruth Tanner
17. Modelling, Functions and Estimation: A Pizza Problem Chris Olley
Part 6: ICT Supporting Cross-curricular Work with Mathematics
18. Using Video Analysis to Develop Modelling Skills in Physics Steve Hearn
19. Bloodhound SSC: A Vehicle for STEM Ian Galloway
20. Modelling Action in Sports and Leisure Matt Pauling and Adrian Oldknow
Part 7: Case Studies of Teachers Engaging with ICT
21. Teaching International Baccalaureate Mathematics with Technology Jim Fensom
22. Why Use Technology to Teach Mathematics? Andy Kemp
23. Using ICT to Support Learning Mathematics in the Primary Classroom Mel Bradford and Tina Davidson
24. The Role of a Head of Mathematics Department in Ensuring ICT Provision and Use within Lessons Dawn Denyer and Carol Knights
25. Developing Problem Solving Skills and Cross-curricular Approaches in Mathematics Utilizing ICT Michael Hartnell and Carol Knights
Part 8: Implications for Professional Development
26. Supporting Developments within a Local Authority Ron Taylor
27. Supporting Teachers in Introducing New Technologies Alison Clark-Wilson
28. Implications for Professional Development: Supporting Individuals Pip Huyton
29. What Are the Significant Factors Which Support the Integration of ICT in the Mathematics Classroom? David Wright and Pat Woolner
Glossary
Index
Series Editor's Foreword
Acknowledgements
Introduction
Part 1: Where Are We Now?
1. The NeuroScience of Connections, Generalizations, Visualizations and Meaning Edward D. Laughbaum
2. ICT in the United States: Where We Are Today and a Possibility for Tomorrow Gail Burrill
3. ICT in France: Development of Usages, Institutional Hesitations and Research Questions Luc Trouche and Ghislaine Gueudet
4. ICT and the English Mathematics Curriculum Sue Pope
Part 2: What Does Research Tell Us?
5. The Value of Learning Geometry with ICT: Lessons from Innovative Educational Research Keith Jones
6. Learning Mathematics Using Digital Resources: Impacts on Learning and Teaching for 11- to 14-year old Pupils Don Passey
7. Improving on Expectations: Preliminary Results from Using Network-supported Function-based Algebra Walter Stroup, Lupita Carmona and Sarah M. Davis
Part 3: Key Pedagogical Issues in Embedding ICT in Teaching and Learning Mathematics
8. Designing Substantial Tasks to Utilize ICT in Mathematics Lessons Colette Laborde
9. Learning from Acting on Objects John Mason
10. A Case Study of Using Multiple Resources to Teach Straight Line Graphs Rosemary Deaney and Sarah Hennessy
Part 4: Description of a Range of ICT Tools
11. Emerging Technologies for Learning and Teaching Vanessa Pittard
12. Home and School - Bridging the Gap Russell Prue
13. Personal Portable Technology Adrian Oldknow and Peter Hamilton
Part 5: Practical Ideas of ICT to Enhance Teaching and Learning
14. Linking the Mathematics Curriculum to Software, Resources and Strategies to Engage Teachers and Learners in Using ICT in the Classroom Linda Tetlow
15. The Uses of Online Resources for Teaching and Learning Mathematics at Advanced Level Bryan Dye
16. What Do the Subject Associations Offer? Ruth Tanner
17. Modelling, Functions and Estimation: A Pizza Problem Chris Olley
Part 6: ICT Supporting Cross-curricular Work with Mathematics
18. Using Video Analysis to Develop Modelling Skills in Physics Steve Hearn
19. Bloodhound SSC: A Vehicle for STEM Ian Galloway
20. Modelling Action in Sports and Leisure Matt Pauling and Adrian Oldknow
Part 7: Case Studies of Teachers Engaging with ICT
21. Teaching International Baccalaureate Mathematics with Technology Jim Fensom
22. Why Use Technology to Teach Mathematics? Andy Kemp
23. Using ICT to Support Learning Mathematics in the Primary Classroom Mel Bradford and Tina Davidson
24. The Role of a Head of Mathematics Department in Ensuring ICT Provision and Use within Lessons Dawn Denyer and Carol Knights
25. Developing Problem Solving Skills and Cross-curricular Approaches in Mathematics Utilizing ICT Michael Hartnell and Carol Knights
Part 8: Implications for Professional Development
26. Supporting Developments within a Local Authority Ron Taylor
27. Supporting Teachers in Introducing New Technologies Alison Clark-Wilson
28. Implications for Professional Development: Supporting Individuals Pip Huyton
29. What Are the Significant Factors Which Support the Integration of ICT in the Mathematics Classroom? David Wright and Pat Woolner
Glossary
Index