[Maths-Education] Re: ICT in mathematics
Tony Brown
a.m.brown at mmu.ac.uk
Tue Mar 8 15:52:43 GMT 2011
Another way to go would be to ask the question of what has been secured as majority practice within a given regulative or assessment regime, and which aspects of that practice are supported by research as being good.
The difficulty of targeting research at finding models of good practice generated in local sites is that subsequent dissemination is so often elusive, with the given supply of teachers, and the current states of affairs in schools.
Tony
On 8 Mar 2011, at 14:36, Tandi Clausen-May wrote:
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> Sarah Maugham asked for 'evidence about whether ICT has a positive impact on
> attainment in mathematics'.
> Alexandre Borovik wrote 'I would suggest to define "success" first, and
> only then discuss how it could be measured'.
>
> This is a suggestion that everyone, from an Early Years/Foundation teacher
> to (I assume) a university teacher, would support. But that does not change
> the sorry fact that the way in which attainment is usually measured in
> schools is with a test - and written key stage test and GCSE questions are
> not designed to assess what pupils learn using mathematics tool software.
> If the assessment required pupils to use Geogebra or Autograph to do some
> mathematics then they would probably be more successful if they had learnt
> some mathematics using these tools, so ICT would have 'a positive impact on
> attainment in mathematics'. But the assessments do not require this, so the
> evidence is hard to find.
> Tandi
>
Professor Tony Brown
Institute of Education
Manchester Metropolitan University
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a.m.brown at mmu.ac.uk
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New book: Tony Brown and Olwen McNamara, Becoming a mathematics teacher: identity and identifications, Dordrecht: Springer
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