Embedding ICT in Mathematics
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The use of ICT needs to add value to teaching and learning in Mathematics. Identifying “when, when not and how” to use ICT in a way that enhances pupils’ learning has implications for the teacher.
ICT impacts on pupils’ learning in Mathematics because it can help to develop concepts and critical thinking skills. Using data handling and spreadsheet software, pupils can make predictions, experiment with data (including real data) and form conclusions. ICT enables pupils to analyse results quickly and efficiently, for example, in interpreting a graph they have plotted using survey data. In exploring mathematical problems, pupils can use ICT to observe, investigate and explain patterns in numbers, shapes and data, and make connections.
ICT opportunities in the Mathematics programme of study During Key Stage 1, pupils learn to count, read, write and order numbers. They develop a range of mental calculation skills, and learn about shape and space.
At Key Stage 2, they develop efficient calculation strategies, and an understanding of measuring, shape and space and data handling. They solve increasingly complex problems, and explain methods and reasoning using charts and diagrams.
In developing knowledge, skills and understanding, pupils can use software and hardware to:
- calculate and make connections
- find things out and sort data
- program a robot to follow a route
- control on-screen turtles and build programs
- explore modelling
- create repeating patterns such as tessellations
- create and draw 2-D and 3-D shapes
- recognise reflective symmetry and geometrical features
- investigate mathematical relationships
- plot graphs and interpret information.
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