Title:
Mathematics education with digital technology
Series:
Education and digital technology series
Publication Information:
London ; New York : Continuum, c2011
Physical Description:
xxiv, 272 p. : ill. ; 24 cm.
ISBN:
9781441184726
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010302210 | QA11.2 M38 2011 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
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.
Author Notes
Adrian Oldknow is Professor Emeritus at the University of Chichester, UK
Carol Knights is Principal Lecturer in Mathematics Education at the University of Chichester, UK.
Table of Contents
| Notes on Contributors | p. ix |
| Series Editors Foreword | p. xix |
| Acknowledgements | p. xxi |
| Introduction | p. xxii |
| Part 1 Where Are We Now? | |
| Chapter 1 The Neuroscience of Connections, Generalizations, Visualizations and Meaning | p. 3 |
| Chapter 2 ICT in the United States: Where We Are Today and a Possibility for Tomorrow | p. 12 |
| Chapter 3 ICT in France: Development of Usages, Institutional Hesitations and Research Questions | p. 23 |
| Chapter 4 ICT and the English Mathematics Curriculu | p. 30 |
| Part 2 What Does Research Tell Us? | |
| Chapter 5 The Value of Learning Geometry with ICT: Lessons from Innovative Educational Research | p. 39 |
| Chapter 6 Learning Mathematics Using Digital Resources: Impacts on Learning and Teaching for 11- to 14-year-old Pupils | p. 46 |
| Chapter 7 Improving on Expectations: Preliminary Results from Using Network-supported Function-based Algebra | p. 63 |
| Part 3 Key Pedagogical Issues in Embedding ICT in Teaching and Learning Mathematics | |
| Chapter 8 Designing Substantial Tasks to Utilize ICT in Mathematics Lessons | p. 75 |
| Chapter 9 Learning from Acting on Objects | p. 84 |
| Chapter 10 A Case Study of Using Multiple Resources to Teach Straight Line Graphs | p. 101 |
| Part 4 Description of a Range of ICT Tools | |
| Chapter11 Emerging Technologies for Learning and Teachin | p. 111 |
| Chapter 12 Home and School - Bridging the Gap | p. 118 |
| Chapter 13 Personal Portable Technology | p. 123 |
| 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 | p. 135 |
| Chapter 15 The Uses of Online Resources for Teaching and Learning Mathematics at Advanced Level | p. 148 |
| Chapter 16 What Do the Subject Associations Offer? | p. 157 |
| Chapter 17 Modelling, Functions and Estimation: APizza Problem | p. 163 |
| Part 6 ICT Supporting Cross-curricular Work with Mathematics | |
| Chapter 18 Using Video Analysis to Develop Modelling Skills in Physicsc | p. 177 |
| Chapter 19 Bloodhound SSC; A Vehicle for STEM | p. 185 |
| Chapter 20 Modelling Action in Sports and Leisure | p. 192 |
| Part 7 Case Studies of Teachers Engaging with ICT | |
| Chapter 21 Teaching International Baccalaureate Mathematics with Technology | p. 205 |
| Chapter 22 Why Use Technology to Teach Mathematics? | p. 215 |
| Chapter 23 Using ICT to Support Learning Mathematics in the Primary Classroom | p. 220 |
| Chapter 24 The Role of a Head of Mathematics Department in Ensuring ICT Provision and Use within Lessons | p. 230 |
| Chapter 25 Developing Problem Solving Skills and Cross-curricular Approaches in Mathematics Utilizing ICT | p. 234 |
| Part 8 Implications for Professional Development | |
| Chapter 26 Supporting Developments within a Local Authority | p. 241 |
| Chapter 27 Supporting Teachers in Introducing New Technologies | p. 251 |
| Chapter 28 Implications for Professional Development: Supporting Individuals | p. 257 |
| Chapter 29 What are the Significant Factors Which Support the Integration of ICT in the Mathematics Classroom? | p. 261 |
| Glossary | p. 268 |
| Index | p. 271 |
