Moving from Occasional to Regular Use of ICT in Mathematics Classes
- Start date: 1 May 1998
- End date: 30 November 1999
- Funder: Economic and Social Research Council (ESRC)
- Primary investigator: 00045312
- Co-investigators: Peter Johnson
Brief description of project
This research investigated aspects of teaching and learning over sustained periods with ICT in upper secondary mathematics classes. The the research foci were:
- Continuity and change in patterns of teaching and learning
- Teachers' preparation and use of resources
- Teachers and students' attitudes and teachers' confidence
The project ran in the 1998-99 school year. 13 teacher researchers, none of whom had made extended use of ICT in their mathematics lessons before, made significant use of ICT with one of their classes. Teachers chose the software/hardware they used. Teachers worked with 14-19 academic stream classes and used, between them, spreadsheets, graphic calculators and packages, interactive geometry and computer algebra systems.
- End of Project Report (PDF Document)
- Lumb, S., Monaghan, J. & Mulligan, S. (2000) 'Issues arising when teachers make extensive use of computer algebra'. International Journal of Computer Algebra in Mathematics Education, 7(4), 223-240. (PDF Document)
- Monaghan, J. (2001) 'Teachers' Classroom Interactions in ICT-based Mathematics Lessons'. pp.383-390 in M. van den Heuvel-Panhuizen (ed.) Proceedings of the 25th Conference of the International Groups for the Psychology of Mathematics Education, Vol. 3. (PDF Document)
- Monaghan, J. (2004) 'Teachers' activities in technology-based mathematics lessons'. International Journal of Computers for Mathematical Learning, 9(3), 327-357.