The Uses of ICT in Present)

8/8/2019 The Uses of ICT in Present)

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The Uses of ICT in

Mathematics

Group Members:

Wilter Jaipin(807154)

Ben Wong Vun Thung(807080)

Liew Yet Foh(807107)

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Table of contentTopic Page

INTRODUCTION 3

BENEFITS OF LEARNING MATHEMATICS WITH ICT 4

MALAYSIAN CONTEXT 5

BARRIERS IN IMPLEMENTATION 6

ICT APPLICATIONS 7 ,8WHY SHOULD TEACHER USE ICT? 9

WHICH AREAS OF MATHEMATICS CAN BENEFIT? 10

WHICH ICT SHOLUD TEACHER USE? 11

HOW DO TEACHER ORGANISES THE USE OF ICT? 12,13

HOW DO I TEACH USING ICT? 14

GOOD DIRECT TEACHING 15

AWARE! 16

REFERENCES 17

Q&A 182


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Introduction

Ittigson & Zewe (2003) cited that technology

is essential in teaching and learning

mathematics. ICT improves the way

mathematics should be taught and enhances

student understanding of basic concepts.

Many researchers have carried out studies to

evaluate the benefits of using ICT inmathematics.

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Benefits of learning Mathematics with ICT

Becta (2003) summarised the key benefits:

ICT promotes greater collaboration among students and

encourages communication and the sharing of knowledge. ICT gives rapid and accurate feedbacks to students and this

contributes towards positive motivation.

It also allows them to focus on strategies and interpretationsof answers rather than spend time on tedious computational

calculations. ICT also supports constructivist pedagogy, where students

use technology to explore and reach an understanding ofmathematical concepts. This approach promotes higher orderthinking and better problem solving strategies

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Malaysian Context

During the 2003 budget speech, the Prime Minister of

Malaysia, YAB Dato Seri Dr. Mahathir Mohamad, announced

that the government had decided to implement the

teaching of science and mathematics using the

English language as the medium of instruction inschool. The government allocated about 5 billion Ringgitfrom 2002 to 2008 for the above project. This allocation was

to be used for teacher training, providing launching grants for

schools as well as for educational aids which would includeICT equipment. In order to implement the project smoothly,

the sum of978.7 million Ringgit was spent in the year 2003to purchase notebook computers, LCD projectors and other

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Barriers in Implementation

A survey was conducted to study the barriers preventing the

integration and adoption of information and communication

technology (ICT) in teaching mathematics. (Jones, 2004)

A) lack of time in the school schedule for projects involving ICT

B) Insufficient teacher training opportunities for ICT projects

C) Inadequate technical support for these projects, lack of

knowledge about ways to integrate ICT to enhance the curriculum

B) Difficulty in integrating and using different ICT tools in a

single lesson

B) Unavailability of resources at home for the students to access

the necessary educational materials.

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ICT applications

word processing packages spreadsheets

Internet activity

search engines

Presentation software

drill and practice

hypermedia/multimedia

databases

graphical applications

simulation programmes desktop publishing

Flash presentations

Java applets

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Continue..

The five most popular application packages used

by mathematics teachers in Malaysia were:

Word processing packages (71.1%)

spreadsheets (51.2%)

search engines (44.1%)

presentation software (36.9%)

drill and practice software (24.3%).(Chong Chee Keong, Sharaf Horani & JacobDaniel, 2005)

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Why should teacher use ICT?

allow pupils to investigate or be creative in ways not possible

give them access to information not otherwise readily

available;

engage them in the selection andinterpretation ofinformation;

help them to thinkthrough andunderstand important ideas;

enable them to see patterns orbehaviours more clearly;

addreliability oraccuracyto measurements;

enhance the qualityof their presentations;

save time, for example, spent on measuring, recording or

writing

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Which areas of mathematics can

benefit?

Applying mathematics and solving problems

Place value, ordering and rounding

Equations, formulae and identities

Sequences, functions and graphs Geometrical reasoning: lines, angles and shapes

Transformations

Coordinates

Construction

Handling data

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Which ICT should teacher use?

Generic software: spreadsheets (and databases)

Content-free, mathematics-specific software:graph plotters, dynamic geometry, computer

algebra systems Programming languages: Logo (and Basic)

Content-specific software: usually aimed atparticular mathematics content

Graphical calculators

Information resources: Internet, CD-ROMs, datafiles

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How do teacher organises the use of

ICT?Working with the whole class

A graphical calculator or computer can be projected on to a

whiteboard to support interactive teaching. This may be useful to:

a) introduce, review or demonstrate a new mathematical fact, skillor concept

b) practise or consolidate previously learned mathematical facts

c) introduce a question, puzzle or problem which pupils then

work on either with or without access to ICT;

d) observe a simulation or discuss some data that have beencollected;

e) share pupils work.

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Continue..

Working with small groups, pairs, individualsSmall groups of pupils may particularly benefit from using

ICT to:

investigate and explore a mathematical problem or

situation; practise or consolidate previously learned mathematical

facts;

research and find information;

collect and analyse data;

use a simulation;

solve a problem;

organise and present their work.

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How do I teach using ICT?

Teaching with ICT is no different from teaching

without ICT. A high proportion of each lesson

where ICT is being used should be directteaching, often of the whole class, but also of

groups and individuals.

(Ittigson, R.J. & Zewe, J.G. ,2003).

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Good direct teaching is achieved by balancing

different teaching strategies (Becta, 2003):

Directing andtelling

Demonstrating andmodelling

Explaining andillustrating

Questioning anddiscussing

Exploring andinvestigating

Consolidating andembedding

Reflecting andevaluating

Summarising andreminding

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Ifpupils are to gain maximum benefits from using ICTin

mathematics, teachers need to beAWAREof the following:

Practical activities and work with pencil and paper usually need to

take place alongside the work on the computer or graphical calculator.

Pupils can use ICT to generate large amounts of data. They need to be

taught to find, organise and use the information that is fit for a clearly

defined purpose.

Pupils can use ICT unthinkingly, pressing button after button to move

rapidly from one screen to the next. They need to be encouraged to

focus on what they see and to ask questions such as Why did that

happen? or What would happen if?.

Feedback provided by ICT can lead pupils to make generalisations

based on experimental evidence. It is important that pupils are

encouraged to reflect on what they see, evaluate the evidence, make

predictions and explain their conclusions. Teaching with ICT should

focus on observation, explanation and proof. (Jones, 2004)

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References

Becta. (2003). What the Research Says about Using ICT in Maths. UK:Becta ICT Research.

Chong Chee Keong, Sharaf Horani & Jacob Daniel (2005). MalaysianEducational Technological Journal. A Study on the Use of ICT inMathematics Teaching. 2(3), pp 43-51

Ittigson, R.J. & Zewe, J.G. (2003). Technology in the mathematicsclassroom. In Tomei, L.A. (Ed.).Challenges of Teaching withTechnology Across the Curriculum: Issues and Solutions. Hershey:Information Science Publishing,114-133.

Jones, A. (2004). A Review of the Research Literature on Barriers to the

Uptake of ICT by Teachers. UK:Becta. Mahathir, Mohamad. (2002). The 2003 Budget Speech.

http://www.portsworld.com/budget/Budget%20Speech%202003%20(English).pdf

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Q& A

http://yuliang85.blogspot.com

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The Uses of ICT in Present)

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