By Adrian Oldknow, Carol Knights, Sue Brindley
Arithmetic schooling with electronic expertise examines ways that extensively to be had electronic applied sciences can be utilized to learn the instructing and studying of arithmetic. The participants supply their insights to find the worth of electronic expertise for arithmetic studying in the context of facts from documented perform, previous examine and of academic coverage making. Key pedagogical makes use of of electronic applied sciences are evaluated with regards to powerful arithmetic studying and functional rules for instructing and studying arithmetic with electronic know-how are significantly analysed. the quantity concludes by way of taking a look at destiny advancements and by means of contemplating the ways that ICT will be used as a catalyst for cross-curricular paintings to accomplish larger curricular coherence. >
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Example text
The word understanding seems to hold value in the minds of many educators. For example from Keith Devlin, How many children leave school with good grades in mathematics but no understanding of what they are doing? If only they understood what was going on, they would never forget how to do it. Without such understanding, however, few can remember such a complicated procedure for long once the final exam has ended. . What sets them [those who ‘get it’] apart from the many people who never seem to ‘get it’ is not that they have memorized the rules better.
Digest of Educational Statistics: 2002. S. Department of Education. National Center for Education Statistics (NCES) (2008). National Assessment of Educational Progress (2005). Data Explorer High School Transcript Study. National Council of Teachers of Mathematics. (2003). The Use of Technology in the Teaching and Learning of Mathematics. NCTM Position Statement. Reston, VA: Author. org/uploadedFiles/About_NCTM/Position_Statements/technology. pdf (accessed on 9 November 2009). No Child Left Behind Act of 2001.
Keith Jones considers some of the issues surrounding using ICT to support teaching geometry. Looking back at the hopes and expectations of earlier writers, he reflects on some of the reasons that technological progress may not have materialized in the classroom to the extent anticipated. Don Passey reports on a longitudinal study carried out in the United Kingdom, analysing the impact that interactive whiteboards can have on the learning and teaching of mathematics. Many aspects of the ways in which cognitive and motivational processes are supported are considered.