The opportunities for ICT to enrich teaching and learning in maths at secondary school
The opportunities for Information Communication Technology (ICT) to enrich teaching and learning in mathematics at secondary school, particularly at key stage 3, are limitless and already in practice. Overall it is established and widely recognised that the introduction of ICT into the classroom affords students a higher level skill set upon leaving. Computers are powerful tools for working towards the problem-solving skills needed in the workplace of the future.
The primary math skills which are important at key stage 3 in general are the treatment of continuous data, trial and improvement methods, index notation, finding areas and volumes, algebraic equations and using formulae. Other aspects of the national curriculum at this stage indicate that the student should be able to handle, collect, interpret and represent data to a high and coherent level. Specifically, a pupil studying mathematics at key stage 3 must have a sense of the size of a number, where it fits into the number system and recall mathematical facts confidently. Pupils are expected to calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of calculation strategies and using proportional reasoning to simplify and solve problems. Pupils must be fluent in the use of calculators appropriately and effectively in order to solve mathematical problems, and select from the display the number of figures appropriate to the context of a calculation.
One very important requirement of learning at key stage 3 is the use of simple formulae and the ability to substitute numbers in them in combination with the ability to measure and estimate measurements, choosing suitable units, and reading numbers correctly from a range of meters, dials and scales. The pupil is also required to calculate simple perimeters, areas and volumes, recognising the degree of accuracy that can be achieved and understand and…
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Tags: ICT, Mathematics, pupils, QCA, schools, stage 3, technology, traditional methods
