Teaching Mathematics with ICT: Changing Pedagogies and Learning

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Teaching Mathematics with ICT Changing
Pedagogies and Learning

• Chair Kaye Stacey
• University of Melbourne Australia
• (Version with images removed for easy transfer)

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ICT - definitions

• Information and
• Communications
• Technologies
• Calculators
• Computers
• New types of devices including calculator and
  computer features
• Other devices not so important for mathematics
  (e.g. mobile phones.)

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Changing pedagogies and learning

• Communications technology
• Expect far reaching changes across all areas of
  the curriculum, including mathematics
• Better access to information (internet etc)
• Faster, easier links between people
• Enhanced presentations
• Opportunities for learning at a distance etc
• Information technology
• Special impact on mathematics because it is the
  basis of ICT mathematics is the language ICT is
  built upon
• THIS SESSION DRAWS ON BOTH ASPECTS

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Major forms of ICT for maths

• General software tools for school purposes
  (function graphing, dynamic geometry,)
• Calculators (four function, scientific, graphics,
  CAS and more)
• Special programs for drill, games, investigations
• Major analysis tools (e.g. computer algebra,
  statistical packages, spreadsheets, CAD etc)
• Programming languages (currently underutilised?)
• Sources of information (internet, databases,..)
• Learning packages comprehensive/specialised

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What do we want from ICT?

• Students up-to-date with modern world
• Calculation support more interesting less
  constrained problems, more efficient solving
• Opportunities to experiment, hypothesise...
• Better demonstrations and visualisation
• Better real world links
• More fun, more creativity,
• Effective individualisation AND MORE

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This session aims to

• present examples of different ways of using
  technology in upper primary and junior secondary
  school which show
• examples of both communications and information
  aspects
• different types of software
• different goals of using technology
• different types of classroom organisation and
  pedagogies

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PRESENTERS

• Kaye Stacey
• University of Melbourne, Australia
• Using IT to improve engagement in learning
• Douglas Butler
• Director, iCT Training Centre, Oundle School (UK)
• Using one computer in a classroom
• Tim Erickson
• Epistemological Engineering , Oakland, CA, USA
• How Technology and Data Analysis Bring the
  World into the Math Classroom
• Jenni Way
• University of Western Sydney, Australia
• Mathematical Multimedia Learning Objects

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Using IT to improve engagement in learning Kaye
Stacey

• Analysis of our current junior secondary needs
• crisis of engagement of students in school work
  (esp boys)
• most lessons mainly abstract only average on
  use of real world problems despite rhetoric
• many lessons of relatively low cognitive demand,
  depriving some students of opportunity to learn
• Sources Govt inquiry into boys education TIMSS
  Video study Australian data, Hollingsworth et al
  ACER etc
• Opportunities
• many schools want to increase use of technology
  (expensive equipment often not well used)
• schools concerned to increase links between maths
  and other subjects
• Awarded research grant RITEMATHS project

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RITEMATHS project
Real world and IT Enhancing Mathematics

• Aims to improve learning outcomes by
• using IT and real world problems to
• enhance engagement and
• increase cognitive demand of lessons
• Mathematical analysis software
• Real world interface software

Investigators Kaye Stacey, Gloria Stillman,
Robyn Pierce
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Examples of mathematical analysis software

• Spreadsheets
• Function graphing (including graphics
  calculators)
• Computer algebra systems (CAS)
• Dynamic geometry (in some modes)

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Examples of real world interfaces

• Dynamic geometry (in some modes)
• Image analysis software
• Video analysis software
• Data logging (e.g. temperature probes etc)
• etc

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RITEMATHS PROJECT
IT gives more possibilities for these
Many other factors also affect engagement..

• Lessons that utilise
• personalised situations
• real situations
• situations related to students interests
• imaginative, intriguing, creative situations
• colour, special effects

• Evidence of engagement
• doing your work/homework
• listening, asking questions,
• discussing topic with others
• remembering from one lesson to the next and
  longer term
• exploring, predicting etc

Increased Engagement
Teachers now want to use IT

• Better learning outcomes from increased
  engagement include
• better achievement
• remembering for longer
• covering more content in class by more time on
  task
• better connections in learning
• willing to continue with subject

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RITEMATHS PROJECT
Using real world problems and situations in
teaching
The problem situations become PROTOTYPE
situations for understanding abstract maths, and
for understanding other real situations of
similar structure
Student interest in the situation creates
increased engagement with maths learning
Students know examples of how maths is used
Better learning
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Example GRIDPIC

• Click here to start Gridpic
• Gridpic has been created for teaching middle
  secondary school mathematics by Luther College,
  Melbourne (a partner school)

IMAGES REMOVED HERE
http//extranet.edfac.unimelb.edu.au/DSME/RITEMATH
S
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Other RITEMATHS examples
http//extranet.edfac.unimelb.edu.au/DSME/RITEMATH
S

• Video analysis software
• DigitiseImage J. Waldock http//maths.sci.shu.ac.
  uk/DigitiseImage
• LITE applets e.g. measurements from map, export
  to spreadsheet, calculate length, area etc (JOMA
  Journal of Online Mathematics)

Images removed here
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Other RITEMATHS examples
http//extranet.edfac.unimelb.edu.au/DSME/RITEMATH
S

• A graphic approach to algebra through problem
  situations students are much better at word
  problems because they learnt from situations
  (Graphic Algebra Key Curriculum Press)
• And more on the website

Images removed here
Which mobile phone plan is best for me?
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Preliminary Conclusions and Hypotheses to be
further tested
Schools want to use IT better
IT supports real world problems in lessons
IT use can make the learning situation more
attractive to students
Learning through real world situations has
benefits
Increased student engagement
Lessons can have higher cognitive demand
Learning can improve
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Thank you

• Kaye Stacey
• University of Melbourne
• k.stacey_at_unimelb.edu.au

http//extranet.edfac.unimelb.edu.au/DSME/RITEMATH
S
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PRESENTERS

• Douglas Butler
• Director, iCT Training Centre, Oundle School (UK)
• Using one computer in a classroom
• Tim Erickson
• Epistemological Engineering , Oakland, CA, USA
• How Technology and Data Analysis Bring the
  World into the Math Classroom
• Jenni Way
• University of Western Sydney, Australia
• Mathematical Multimedia Learning Objects

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Discussion and Questions