Explain this
Using ICT in Primary Mathematics Teaching
How the publisher describes it:
“This is an ideal book for primary trainees and new teachers wanting to extend their knowledge of the ways in which ICT can be used imaginatively in mathematics teaching. It s a brief and easy to use handbook containing ideas, suggestions and starting points for ICT activities in maths lessons. It provides invaluable support in extending children's learning while enabling teachers to develop their own professional practice.”
Review by Sue Johnston-Wilder
In brief:
The overall impact of the book is a sense of ‘having a syllabus to cover’ rather than exploring something interesting, and this may explain why I find it rather uninspiring. It is important for teachers to play and to explore when learning to use content free software - do mathematics of their own with it - and there is no mention of play in this book.
“It is important for teachers to play and to explore”
This is a small book (70 small pages) written by two experienced teacher-trainers, with a main focus on enabling trainee teachers to meet government standards for learning to teach with ICT. There are 6 short chapters: history and rationale for using ICT, audit of ICT skills, practical starting suggestions, wider technologies, co-ordinator’s role, resources and further reading.
This is in essence a handbook to guide the reader through the requirements for ITT/NQT and as such it will have its uses. In the final chapter, there is a comprehensive collection of resources, with particularly thorough referencing to the Internet, encouraging appropriate questioning of the authority of Internet pages.
The overall impact of the book is a sense of ‘having a syllabus to cover’ rather than exploring something interesting, and this may explain why I find it rather uninspiring. It is important for teachers to play and to explore when learning to use content free software - do mathematics of their own with it - and there is no mention of play in this book.
In this book, ICT is approached very much as a tool for the teacher and the role of ICT in teaching as opposed to learning: simulations, tool, tutor, the tutee aspect is underplayed. This fits with the NNS as described on page 21 where 9 points out of the given 10 are about what the teacher does compared with the Cockcroft reference where three quarters are about what the learner does.
I need to go elsewhere for inspiration about play and a focus on the learner using ICT. Let us not lose sight of the fact that young teachers are learners too.
Sue Johnston-Wilder •
Paperback: 80 pages
Publisher: Learning Matters; 1 edition (17 Jun 2002)
Language English
ISBN-10: 190330041X
ISBN-13: 978-1903300411
Product Dimensions: 20.8 x 13.2 x 0.6 cm
