factors of ICT that bring progress in the teaching of Mathematics

kindly share your experiences and identify the factors that have brouht progress in your subject area

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I like to use resources in the classroom that the students can use themselves at home. I think good examples are WolframAlpha and the outstanding Desmos graphing calculator.

When I use a website in class that I think will be useful for students at home I include a link on our VLE (we use Moodle and I have a course for each year group).

i have used graphing calculator but I do not know about  WolframAlpha. What is the use of WolframAlpha.How beneficial its use is in teaching and learning of Mathematics? If you have ever used Prime Time Math software, do share your experience with me

I have not used Prime Time Math.

WolframAlpha I mentioned above is just so useful for checking work, see the various slideshows for examples of queries.

For revision, suppose students want to practise multiplying out brackets or factorisiong, they could make up some examples, work out the answers, then check them on WolfraAlpha.

I asked a class for homework to make up some questions on the more complex factorisation we had been studying and suggested they use WolframAlpha to check their examples.

My sixth form students (age 17-18) have often used it to check answers for integration for example.

 

 

Thank you Coleen for the valuable feedback. I have explored the slides given that are very useful. However, I just want to know is it an online application or we can download it?  Kindly guide a little further about its usage.

It's web based but there are apps available.  

Hi colleen,

what kind of strategies have  you ever used to promote peer assessment using ICT. I have used e-mail as a medium of communicating among peers to comment on each others work, this helped to  keep the confidentiality and reduced the element of humiliation. kindly do share yours.

There are so many methods and modules that help children enhance their knowledge and scope for learning new things more quickly. The children should try the methods of learning what their teachers teach in schools, in their homes as well.

Thank you Dorthy. I agree that teachers should use appropriate methods that help to increase the learning process of  learners and motivate them to improve learning

Hi Dorthy,

what kind of strategies have  you ever used to promote peer assessment using ICT. I have used e-mail as a medium of communicating among peers to comment on each others work, this helped to  keep the confidentiality and reduced the element of humiliation. kindly do share yours.

It may be possible to have just a few PCs in the
mathematics classroom which can be used for work
with small groups of students – say 3 or 4 to a
machine. If there are not enough for the whole
class then some kind of `circus-style’ system of
management will be required with some students
working on tasks away from PCs while others work
with them – maybe changing over during the lesson
or for the next lesson. The kind of activity using the
PC will require careful planning – ideally it should
involve the students working collaboratively as a
group to plan the next move involving the PC. For
example this might be participating in an adventure
game or simulation, or in a problem-solving or
modelling task where the PC is just one of the
available tools. While primary school teachers often adopt such circus-style of activity, with
or without ICT, it is less common in secondary school mathematics and does involve careful
planning.

ICT is just another, albeit very powerful, resource which you, as a mathematics teacher, will
need to consider when planning work for your students inside and outside mathematics
lessons. Of course finance for resources is finite. But there has been a huge public
investment in ICT hardware, software, support and training for education which is ongoing.
Parents, students and teachers have a right to expect that teaching of all subjects in the
curriculum should make the best possible use of ICT resources, and that means that the
selection and deployment of ICT resources should be made to fit the needs of the subject –
and not the reverse. The test of whether it makes sense to deploy ICT in mathematics is a
simple one: “Does it benefit the students’ effective learning of mathematics?”

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