Some 'functions' of ICT in maths teaching - Part 1: Overview

There are a broad range of educational ICT tools available across a range of subjects areas, most of which could be relevant to the maths class room in some contexts. Further to this, there are many other ICT resources developed for non-educational purposes that have the potential to be extremely valuable to maths teachers. Obviously, there are too many resources to examine them all in one research journal. However, rather than skim over the topic at a high level, I have chosen to focus each of the four entries following this one on a specific resource, so that there is sufficient detail for this journal to be useful to maths teachers. Note that maths games will not be examined in this topic, as they would easily comprise a topic in themselves. In this first entry, I will quickly outline just some of the benefits and current uses of ICT in mathematics and maths teaching, so that we can better assess the usefulness of the specific tools we encounter.


It is worth bearing in mind that as an academic discipine mathematics is intimately aquainted with IT, and has a corresponding connection to ICT. Maths students have been dependant on technology since the maths class room was concieved, and arguably, Australian maths students have been making extensive use of ICT since the uptake of calculators. Since that time, the technology utilised by maths teachers and students has improved, however in many maths class rooms, that technological advancement is still limited to the 'humble' calculator.


Many of the mathematical skills and tools required for every day students to function in society can now be performed using ICT. At an elementary level, arithmatic, algebra, probability, calculus etc. can all be performed using basic free web based software. Given that many maths students never learn all of these skills for themselves, it seems important that maths students are instructed in, or at least made aware of these powerful tools (ACARA).


Traditionally, maths is taught in a very particular way, with a strong focus on practice and text book work. This approach consistently fails many students, who are never able to engage with the process. The ability of ICT to facilitate collaborative and interactive learning, combined with its capacity to demonstrate mathematical concepts, suggest that it has great potential to assist in overcoming this problem (Moayeri 2011).


Mathematicians not only depend heavily on IT/ICT, but are also criticle to its development. This immediately highlights the relevance of ICT to maths students, allowing them to see what can be achieved with the skills they are acquiring. Relevance is one of the key factors in engaging students, so it is worth emphasising the elegant benefit of being able to consistenty demonstrate relevance and 'teach' the subject with the same tools and exercises. (Churchill 2011).




References:

1. ACARA. Australian Curriculum v1.2 - Mathematics, viewed 18 April 2011, http://www.australiancurriculum.edu.au/Mathematics/Rationale

2. Moayeri, M 2010. 'Classroom uses of social network sites: Traditional Practices or New Literacies', Digital Culture and Education, 2:1, 25-43.

3. MCEECDYA 2010. 'National Assessment Program -- ICT Literacy Years 6 & 10. Report. 2008, viewed 18 April 2011, http://www.mceecdya.edu.au/verve/_resources/NAP-ICTL_2008_report.pdf

4. Churchill, R, 2011. 'Teaching: Making a difference', Part 2,  John Wiley & Sons Australia, Ltd.