Teaching Secondary Mathematics with I.C.T. (Learning & Teaching With Information & Communications Technology)

Johnston-Wilder, Sue; Pimm, David

ISBN 10: 0335213812 / ISBN 13: 9780335213818

Editore: Open University Press, 2004

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The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Codice articolo GOR003100310

Dati bibliografici

• Titolo: Teaching Secondary Mathematics with I.C.T. (Learning & Teaching With Information & Communications Technology)
• Editore: Open University Press
• Data di pubblicazione: 2004
• Lingua: Inglese
• ISBN 10: 0335213812
• ISBN 13: 9780335213818
• Rilegatura: Paperback
• Condizione: Very Good
• Peso: 476 grammi

Descrizione articolo

Riassunto

“This is a book all mathematics teachers and teacher educators should read! It brings together a wealth of insights from a range of authors… The major issues confronting teachers of mathematics who wish to use I.C.T. in different domains of mathematics are addressed in a clear and accessible way.” Professor Celia Hoyles O.B.E., Dean of Research and Consultancy, Institute of Education, University of London Teaching Secondary Mathematics with I.C.T. shows the reader how to use Information and Communication Technology (I.C.T.) effectively to enhance the teaching of mathematics in the secondary school. The book explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information. The first two chapters provide a useful introduction for those new to teaching mathematics with I.C.T. . Further chapters cover topics including: I.C.T. and the curriculum: number, algebra, geometry and statistics Making use of interactive whiteboards in the classroom Using the internet and video-conferencing to enhance teaching The book includes practical classroom scenarios and case studies (for example, the government-funded MathsAlive! Initiative), as well as discussions of general issues, such as the role of feedback and the use of I.C.T. in whole-class teaching. It draws on current research and is supplemented by a linked web site, which provides access to demonstration copies of software and sample files. It also includes a directory of resources with lists of organisations, web sites, projects and further reading. Key reading for Education students specialising in Mathematics and all those teaching secondary mathematics, including non-specialists and those on professional development courses. Visit the text-supporting website: www.openup.co.uk/jwp

Informazioni sull?autore

Contributors

Douglas Butler, Oundle School has taught secondary Mathematics for many years, where he served as Head of Mathematics and then Head of Careers Education. He also chaired the MEI project in the 1980s. He founded the ICT Training Centre in 2000. This is based at Oundle School, and runs courses all over the UK and abroad, with the aim of helping teachers get to grips with the many possibilities of using computers in the classroom. This Centre also researches and creates resources for the educational use of ICT. He is author of Using the Internet – Mathematics (2000) and co-author of the software Autograph 3 (2004).

Alison Clark-Jeavons, University College Chichester, was formerly an 'advanced skills' teacher of mathematics and is now a senior lecturer at University College Chichester. Alison is researching the effective use of the interactive whiteboard in the mathematics classroom in collaboration with colleagues and teachers and has a particular interest in teachers' professional development with respect to ICT.

Jenny Gage, University of Cambridge, is the co-ordinator of the Motivate videoconferencing project for schools, which is part of the Millennium Mathematics Project. Before this, she was a secondary maths teacher for 15 years. She is also doing research into the use of graphics calculators in the teaching and learning of algebra 11-14.

Dave Hewitt, University of Birmingham, Dave is a Senior Lecturer in Mathematics Education at the University of Birmingham. Before that Dave taught in secondary schools for 11 years including being Head of Mathematics for five of those years. Dave's research interests relate to ways in which the powers all of us possess and used as young children in our early pre-school learning can be accessed and utilised more frequently and effectively within the mathematics classroom. Recently this has led to a particular interest in the teaching and learning of algebra and the use of computer software.

Nicholas Jackiw is the inventor of The Geometer's Sketchpad. He also works as the Chief Technology Officer at KCP Technologies, where Sketchpad and Fathom are under continual development.

Peter Johnston-Wilder, The Open University, has been a secondary maths teacher and a lecturer on courses for intending and in-service teachers. He was jointly editor of MicroMath for six years and is currently conducting research in statistical education.

Sue Johnston-Wilder, The Open University, has been involved with ICT for many years. She was Director of one of the NOF-funded ICT providers. She now works on new courses for teachers of mathematics, and her current research is related to using ICT to meet diverse needs in mathematics education.

Kate Mackrell, Queen’s University, Kingston, Ontario, has specialised in the use of interactive geometry software. She worked in computing before going into secondary mathematics teaching. She taught in a variety of contexts before starting to work in teacher education at the University of Brighton. A particular interest has been in the development of mathematical thinking through the use of ICT. She contributed to the development of the ATM Active Geometry files. She is currently studying for a PhD at Queen's University in Ontario, Canada, exploring the use that teachers make of interactive geometry in their detaching.

John Mason, Professor, The Open University, is well known for many books including Thinking Mathematically with Leone Burton and Kaye Stacey and Learning and Doing Mathematics. More recently he has published Practitioner Research Using the Discipline of Noticing. He has a wealth of experience of helping practitioners to develop their own practice, and to turn that into research.

John Monaghan is a lecturer in mathematics education at Leeds University. He has a special interest in students' understanding of algebra and calculus and the use of new technology. He has edited and contributed to sev