MANAGING ICT
Future innovators
Alison Clark-
Wilson, from
the University
of Chichester,
discusses the importance
of technology in maths
lessons and how it can
inspire learners, helping to
create the next generation
of innovators
aving originally qualified
H
as a chemical engineer, i later
embarked upon a career as a
secondary school maths teacher. in
doing so, i became a firm advocate
of the use of technology to support
the teaching and learning of
secondary maths. For learners to be successful future
mathematicians, it is important that they appreciate
the many applications of mathematics, and are able
to recognise its relevance to the real world as early as perfectly demonstrate the real-world application of Mathematics Centre. She is a former head of for Texas Instruments and author of Evaluating Ti-
possible; something that technology can facilitate. mathematical concepts. mathematics and was awarded advanced skills nspire in Secondary Mathematics Classrooms (ISBN
However, there are plenty of ideas to inspire learners. teacher status in 1999, specialising in the development 978-0-948765-47-6)
The power of technology
Consider computer generated images (Cgi), the use of and use of ICT tools for mathematical learning.
Technology has a powerful effect on the classroom; it cones and spheres in creating aliens in the popular She is also chair of the Mathematical Association’s
Further information
has the potential to change both the teacher’s and the television series Doctor Who, or perhaps think about Professional Development Committee, project lead on For more information on free professional development,
learner’s approach to maths, while also encouraging the computer games that would not be possible without the University of Chichester TI-Nspire research pilot visit www.t3europe.org
understanding. in the UK, the lack of appreciation of maths – you can sense the pupil engagement already!
the wider application of maths is influencing the number Without understanding the power of maths, our
of students who are recognising just what is possible in future generation may be left behind in the international
terms of a future career and how a maths qualification employment market. i have recently been working
can be put to further use. on a European Evaluation project, where i met with
Without this contextual knowledge, pupils can learners in the netherlands and Sweden, and had the
sometimes lack the motivation to progress in the opportunity to see first-hand the difference in attitudes
STEM Days
subject, failing to realise that maths is so much more towards technology and maths combined.
than just numbers and equations. The pupils i met with had their own handheld
in my view, technology has the power to change maths technology, usually in the form of powerful
this; it can influence how maths is approached in the graphics calculators. a different culture resides in some
Educational charity The Smallpeice Trust runs
classroom through means that are just not possible with European countries, with the expectation that students
in-school STEM (science, technology, engineering,
traditional tools such as the compass, pen and paper. must have their own handheld maths technology when
mathematics) activity days designed to enhance
it is clear to see that when learners use technology to they begin secondary school. Year 6 to 11 students’ aptitude for problem-solving,
undertake a basic maths activity, they are also given the When used well, the effect of this type of technology
creativity, design and engineering.
opportunity to be creative, unlock their inquisitiveness on the comprehension of STEM (science, technology,
for the subject, and delve deeper into the task. engineering and maths) subjects is highly observable.
Benefi ts to teachers:
While the UK is rich in technology available to our
A new form of learning
learners, there is no requirement for schools to insist
Easy to organise, teachers can choose full or half day
When used appropriately, technology offers the learner that pupils purchase a particular iCT tool designed
workshops that complement the national curriculum
the opportunity to take part in experiential learning, specifically for STEM subjects.
and fi t nicely into the school day. There is a choice
engaging them at a more personal level by responding in the UK we struggle for this to be the norm and of ‘design and make’ projects offering students the
to an individual’s line of enquiry. instead are tending to go down the laptop route which
chance to break away from their usual routine to work
Take the properties of 2D and 3D shapes for can be an expensive method, and not subject-specific.
on exciting projects that really stretch the imagination!
example; an element of the curriculum that all pupils This is where we seem to be behind our European
are expected to learn. Using a dynamic geometry neighbours such as France, germany, italy, Spain and
software program and interactive whiteboard, learners the netherlands.
Groups of 50 pupils work together in small teams on
can bend, stretch and rotate shapes on the board and
‘design and make’ activities.
by doing so they are able to see that no matter how
Professional development
much they manipulate the shape some properties still Teachers hold the key to change the way maths is
remain. taught in the classroom and much of that can hinge
• Communication Tower
Compared to traditional learning techniques, this upon the professional development that teachers are
• Bridge Building
style encourages the formation of cerebral connections. offered. Members of staff may partake in professional
Consequently, the learner is not simply just remembering development sessions to learn how to use the technology, • Wind Turbine
the facts but understanding the concept, which is an but they do not necessarily have the opportunity to learn
added value of iCT. how to teach specific subjects using technology.
• Propelled Glider
as time goes on and more geometry is layered in, Different pedagogy is required for individual
• Supercapacitor Powered Vehicle
learners can build on their existent understanding and subjects and each will have their own subtleties. This
begin to consider what happens when lines cross, and is something that needs to be addressed for the use of
discover the properties of other shapes such as circles. technology in maths to be successful and widespread.
Ultimately, through the dynamic learning experience Time after time, research shows that technology is
that technology offers, more substantive learning can a catalyst for learning. Pupils should be encouraged
Cost £495 plus travel expenses
be achieved. to explore maths for themselves, just like the early
agreed at time of booking.
mathematicians did. in order to develop the future
New developments
technologies, and compete globally in the market place,
So why is the use of technology in maths lessons still our learners need to understand the power of maths and
Call 01926 333200 to book your day.
not widespread? The barriers can sometimes reside be encouraged to see the broad range of possibilities
unknowingly with the teachers. Maths is different to that maths offers in the real world.
science and technology where the knowledge is still When technology first arrived in UK schools over
www.smallpeicetrust.org.uk
evolving in a more publicised way. 20 years ago, it actually started out in the maths
The discovery of laser technology in the 1970s, department through the teaching of spreadsheets. So
for example, was accessible to students undertaking let us claw back the use of technology in maths, and
Holly House, 74 Upper Holly Walk, Leamington Spa, Warwickshire CV32 4JL
physics a level and thus became part of the course. motivate and inspire our learners in the most dynamic
T: 01926 333200 F: 01926 333202
Developments in maths are often deemed too way possible! SecEd
E: gen@smallpeicetrust.org.uk www.smallpeicetrust. org.uk
complicated or inappropriate to have any relevance
at secondary level; therefore some teachers can be • Alison Clark-Wilson is head of research and
reluctant to share exciting developments that would consultancy at the University of Chichester’s
stem copy 1.indd 1 27/1/10 14:31:58
SecEd • February 4 2010 11
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