Mathematical Technologies
| Level: | 5 |
| Credit rating: | 10 |
| Module type: | Taught |
| Semester offered: | 1 |
| Pre-requisites: | None |
| Aims: |
The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 5 study. The module is focused on the learning of mathematics through ICT. There will therefore be opportunities for students: to learn mathematics; to relate ICT to the mathematical topics; to manage and evaluate ICT use; and to focus on issues in effective learning of mathematics. An audit of students’ ICT capabilities will be conducted. |
| Learning outcomes: |
In relation to the SEEC level descriptors for level 5 study, by the end of the module students should be able to:
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| Content: |
The development of new aspects of ICT is rapid. The content should therefore not be taken as prescriptive or definitive but as new technologies emerge, although it is likely to include: The exploration of mathematics through hardware/software such as: Consideration of issues in the learning of mathematics through ICT: the nature of mathematics; explanation, demonstration, argument and proof in mathematics; provisionality and evaluation of information; appropriateness of ICT models of mathematical ideas; appropriateness, value and limitations of ICT in mathematical learning; ICT skills and competences; mathematical thinking; modelling; problem solving strategies. |
| Learning and teaching strategies: |
Contact time: A mixture of workshops, both tutor and student led. Tutor-led sessions will be used to introduce students to the ideas, tools, skills and syntax used with regard to various types of ICT. Tutors will also stimulate the discussion of issues surrounding the use of ICT for mathematical learning. Students will also receive support materials to help them work at their own pace where appropriate. Workshops will involve the students in exploring a range of problems/situations in mathematics. They will also provide the opportunity for students to share ideas and to identify and discuss mathematical issues that arise. Non-contact time: Students will independently explore situations and solve problems using different types of ICT tools, to follow up references, to explore emerging technologies and to apply and reflect on ideas and skills they have encountered. During this module students will also be encouraged to work in small groups which will provide a mutually helpful and supportive community. |
| Learning support: |
Books/Articles: Becta (2008b) Secondary Mathematics with ICT: A pupil‘s entitlement at Key Stages 3 and 4 Coventry: Becta Edwards, J. A., Wright, D. (Eds.). (2005) Integrating ICT into the mathematics curriculum: 21 years of micromath Derby: ATM Harvey, B. (1985) Computer Science Logo Style Vol. 1 Boston: MIT Press Noss, R. et al (1985) Microworlds, Adventures with Logo London: Hutchinson Oldknow, A. and Taylor, R. (2004) Teaching Mathematics with ICT Trowbridge. Cromwell Press Papert, S. (1980) Mindstorms Brighton: Harvester Press Schumann, H. & Green, D. (1994) Discovering Geometry with a Computer Bromley: Chartwell-Bratt Sutherland, R. and Healy, L. (1991) Exploring Maths with spreadsheets Oxford: Blackwell Tanner, R. ( 2009) ‘Hard to teach topics : using ICT Part 1’ in Mathematics Teaching, May2009 (214) 30-32 Reports: NCETM Mathematics and Digital Technologies report Available from http://goo.gl/s2npC 21st Century Teacher: Mathematics Available from http://goo.gl/uismu Journals: Articles from Micromaths, Computer Teacher, Logo Exchange Electronic Sources: (Accessed July 2011) Adrian Oldknow www.adrianoldknow.org.uk Association of Teachers of Mathematics www.atm.org.uk Texas Instruments: Education www.education.ti.com |
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