Clark^DavidWrightMathematics and ICT

Clark^DavidWrightMathematics and ICT - Mathematics,...

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Mathematics, pedagogy and ICT David Wright
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How ICT helps learners learn mathematics (National Council for Educational Technology (NCET) 1995) Learn from feedback Observe patterns See connections Work with dynamic images Explore data ‘Teach’ the computer
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Learning from Feedback Effective feedback allows: A context of exploration A contingent claim to knowledge (it’s ok to be wrong) through non-judgemental and impartial messages possibility of privacy
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Observing patterns The rapid production of results generates opportunities for: explanation justification proof Develops skills of enquiry and communication
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Seeing connections Multiple, dynamic representations (for example, linking formulae, tables of numbers and graphs) give opportunities for: students making their own understandings gives the pupil a sense of power and control over the mathematics
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Working with Dynamic Images Manipulation of diagrams dynamically: Unlocks the power of visual imagery gives a sense of authorship to the pupil fosters a sense of confidence in one’s ability to visualise mathematics and hence to think mathematically
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Exploring data ICT allows pupils access to real data and its representation, interpretation and modelling ownership of this process enhances the pupils’ sense of authority access to different models encourages reflection and critique about models used in other situations access to multiple representations encourages reflection and critique of other representations
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“Teaching the computer” In order to make a computer achieve a result pupils must express themselves unambiguously and in correct order They make their thinking explicit as they refine
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Clark^DavidWrightMathematics and ICT - Mathematics,...

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