Teaching Mathematics Using Ict

Teaching Mathematics Using ICT This page intentionally left blank Teaching Mathematics Using ICT T HIRD E DITION Adrian Oldknow, Ron Taylor and Linda Tetlow To our friend and inspiration: Warwick Evans Continuum International Publishing Group The Tower Building 80 Maiden Lane 11 York Road Suite 704 London SE1 7NX New York 10038 www.continummbooks.com © Adrian Oldknow, Ron Taylor and Linda Tetlow 2010 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage or retrieval system, without prior permission in writing from the publishers. First published 2000 Second edition published 2003 This edition published 2010 British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN 9781441156884 Designed and typeset by Ben Cracknell Studios Printed and bound in Great Britain by MPG Books Group Ltd Contents Acknowledgements List of abbreviations and glossary Introduction CHAPTER 1 Why bother using ICT? 1.1 Chains of reasoning 1.2 What sort of mathematics might be involved, and how can ICT help? 1.3 Getting started using ICT in mathematics teaching vii viii xi 1 1 2 8 CHAPTER 2 What hardware is out there? 2.1 Introduction 2.2 Stand-alone and laptop PCs 2.3 Networked PCs 2.4 Ultra-mobile personal computers 2.5 Graphing calculators 2.6 Whole-class displays 2.7 Data-capture devices 2.8 Printers 2.9 The educational context 11 11 13 15 16 17 18 19 19 19 CHAPTER 3 What software is out there? 3.1 Introduction 3.2 ‘Small programs’, manipulatives and applets 3.3 Programming languages 23 23 25 32 3.4 General purpose software: word-processors, add-ins, spreadsheets 3.5 Graphing calculators (GCs) 3.6 Mathematics-specific software 3.7 Data-capture software 3.8 Multimedia tools 3.9 Internet resources 3.10 Summary 42 46 49 75 83 86 97 CHAPTER 4 How to plan effective use of ICT 4.1 Using ICT in the secondary mathematics classroom 4.2 Training needs – Expected Outcomes 4.3 Analysing effective use of ICT: case-studies 99 99 107 113 CHAPTER 5 How to choose appropriate ICT for your curriculum 5.1 Introduction 5.2 Number 5.3 Algebra 5.4 Geometry 5.5 Statistics and modelling 5.6 Links with other subjects 5.7 More advanced mathematics 161 161 165 173 187 223 254 274 CHAPTER 6 Why integrate ICT into mathematics teaching and learning? 6.1 Three possible reasons 6.2 Reference to reasearch from home and abroad 291 291 295 CHAPTER 7 Where is it all going? 7.1 ICT, society and the world of work 7.2 Implications for education and the curriculum 7.3 Mathematics and technological development 301 302 303 306 Appendix Index 308 309 Acknowledgements The authors would like to express their thanks to the following companies and organizations which have provided invaluable help with access to hardware, software and other resources: Badsey Publications, Becta, Bowland Trust, CabriLog, Chartwell-Yorke, Crocodile Clips, DCSF, Freudenthal Institute, HP, IDS, Intel, London Grid for Learning, Microsoft Corporation, MathsNet, Modellus, NRich, Open Source Physics, QCDA, Quintic, Research Machines plc, Scala/Art Resource NY, Sciencescope, SMARTBoard, Steljes, TDA, Teachers TV, Texas Instruments, Vernier, XLogger and Yenka. Also to staff and students (present and past) from the following schools for their cooperation: Charterhouse School, Godalming; Henry Beaufort School, Winc