ICT In Mathematics

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Register to read the introduction… The use of ICT in the daily mathematics lesson can be central to creating an inclusive environment where all children are engaged in learning. On the most basic level – children, or so I have witnessed, find using computers and other technologies "cool". It arouses their interests and "seems to provide a focal point which encourages interaction between pupils, as well as between pupils and the technology itself" (BECTA. 2003). Using technologies such as computers, interactive whiteboards, audio recorders and projectors helps to provide learning opportunities for each child in the classroom. Visual learners will respond to seeing diagrams, charts and graphs on a computer screen or interactive whiteboard and manipulating these images; kinaesthetic learners have the opportunity to use a mouse or interactive whiteboard pen to move and manipulate shapes, numbers and images; auditory learners can listen to, and record, songs and rhymes on audio equipment. The use of ICT in mathematics can also be very beneficial for children with special educational needs such as dyslexia, dyscalculia and speech and language difficulties. It can allow them to work more autonomously, communicate using a varied range of means, work on tasks specifically tailored to their needs and "demonstrate achievement in ways which might not be possible with traditional methods." …show more content…
These children may be working outside normal expectations as a result of gaps in their knowledge or the way in which they have been taught in the past, or as a result of specific special educational needs such as dyslexia, autistic spectrum disorders, sensory impairments and speech and language difficulties. The National Numeracy Strategy outlines a three "wave" model of support which draws on intervention programmes such as the National Numeracy Strategy Springboard Programmes, booster classes and specialist support staff who are able to offer advice on the "adjustment of learning objectives and teaching styles, and/or individual support (for the pupil)" (DfES. 2002.). It is at waves two and three of this model that we see conflict and tensions between the notion of a fully inclusive daily mathematics lesson, and the removal of certain pupils for additional support outside of the normal classroom …show more content…
al. 2000. Implimenting The National Numeracy Strategy For Pupils With Learning Difficulties – Access To The Daily Mathematics Lesson. London. David Fulton Publishers.

British Educational and Communications Technology Agency (BECTA). 2003. What The Research Says About ICT Supporting Special Educational Needs (SEN) And Inclusion. http://www.becta.org.uk/page_documents/research/wtrs_ictsupport.pdf Accessed 4/1/2005 British Educational and Communications Technology Agency (BECTA). 2003. What The Research Says About Using ICT In Maths. http://www.becta.org.uk/page_documents/research/wtrs_maths.pdf
Accessed 4/1/2005.

Booth, T and Ainscow, M. 2002. Index for inclusion: developing learning and participation in schools. Centre for Studies on Inclusive Education. http://inclusion.uwe.ac.uk/csie/indexlaunch.htm.
Accessed 27/12/2004.

Clarke, S. 2003. Enriching Feedback In The Primary Classroom. London. Hodder & Stoughton.

Davis Dyslexia Association International. 1995-2004. Dyslexia The Gift. http://www.dyslexia.com.
Accessed 5/1/2005

Hughes, M. 1999. Closing The Learning Gap. Stafford. Network Educational Press.

Long, M. 2000. The Psychology of Education. London. Routledge

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