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Group Members:
Wilter Jaipin(807154)
Ben Wong Vun Thung(807080)
Liew Yet Foh(807107)
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Table of content
Topic Page
INTRODUCTION 3
BENEFITS OF LEARNING MATHEMATICS WITH ICT 4
MALAYSIAN CONTEXT 5
BARRIERS IN IMPLEMENTATION 6
ICT APPLICATIONS 7 ,8
WHY SHOULD TEACHER USE ICT? 9
WHICH AREAS OF MATHEMATICS CAN BENEFIT? 10
WHICH ICT SHOLUD TEACHER USE? 11
HOW DO TEACHER ORGANISES THE USE OF ICT? 12,13
HOW DO I TEACH USING ICT? 14
GOOD DIRECT TEACHING 15
AWARE! 16
REFERENCES 17
Q&A 18
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Introduction
Ittigson & Zewe (2003) cited that technology
is essential in teaching and learning
mathematics. ICT improves the way
mathematics should be taught and enhances
student understanding of basic concepts.
Many researchers have carried out studies to
evaluate the benefits of using ICT in
mathematics.
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Benefits of learning Mathematics with ICT
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Malaysian Context
• During the 2003 budget speech, the Prime Minister of
Malaysia, YAB Dato Seri Dr. Mahathir Mohamad, announced
that the government had decided to implement the
teaching of science and mathematics using the
English language as the medium of instruction in
school. The government allocated about 5 billion Ringgit
from 2002 to 2008 for the above project. This allocation was
to be used for teacher training, providing launching grants for
schools as well as for educational aids which would include
ICT equipment. In order to implement the project smoothly,
the sum of 978.7 million Ringgit was spent in the year 2003
to purchase notebook computers, LCD projectors and other
related equipment (Mahathir, 2002).
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Barriers in Implementation
A survey was conducted to study the barriers preventing the
integration and adoption of information and communication
technology (ICT) in teaching mathematics. (Jones, 2004)
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How do teacher organises the use of ICT?
Working with the whole class
A graphical calculator or computer can be projected on to a
whiteboard to support interactive teaching. This may be useful to:
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Continue..
Working with small groups, pairs, individuals
Small groups of pupils may particularly benefit from using
ICT to:
• investigate and explore a mathematical problem or situation;
• practise or consolidate previously learned mathematical facts;
• research and find information;
• collect and analyse data;
• use a simulation;
• solve a problem;
• organise and present their work.
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How do I teach using ICT?
Teaching with ICT is no different from teaching
without ICT. A high proportion of each lesson
where ICT is being used should be direct
teaching, often of the whole class, but also of
groups and individuals.
(Ittigson, R.J. & Zewe, J.G. ,2003).
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Good direct teaching is achieved by balancing
different teaching strategies (Becta, 2003):
• Directing and telling …
• Demonstrating and modelling …
• Explaining and illustrating …
• Questioning and discussing …
• Exploring and investigating …
• Consolidating and embedding …
• Reflecting and evaluating …
• Summarising and reminding …
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If pupils are to gain maximum benefits from using ICT in
mathematics, teachers need to be AWARE of the following:
Practical activities and work with pencil and paper usually need to
take place alongside the work on the computer or graphical calculator.
Pupils can use ICT to generate large amounts of data. They need to be
taught to find, organise and use the information that is fit for a clearly
defined purpose.
Pupils can use ICT unthinkingly, pressing button after button to move
rapidly from one screen to the next. They need to be encouraged to
focus on what they see and to ask questions such as ‘Why did that
happen?’ or ‘What would happen if…?’.
Feedback provided by ICT can lead pupils to make generalisations
based on experimental evidence. It is important that pupils are
encouraged to reflect on what they see, evaluate the evidence, make
predictions and explain their conclusions. Teaching with ICT should
focus on observation, explanation and proof. (Jones, 2004)
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References
• Becta. (2003). What the Research Says about Using ICT in Maths. UK:
Becta ICT Research.
• Chong Chee Keong, Sharaf Horani & Jacob Daniel (2005). Malaysian
Educational Technological Journal. A Study on the Use of ICT in
Mathematics Teaching. 2(3), pp 43-51
• Ittigson, R.J. & Zewe, J.G. (2003). Technology in the mathematics
classroom. In Tomei, L.A. (Ed.).Challenges of Teaching with Technology
Across the Curriculum: Issues and Solutions. Hershey: Information
Science Publishing,114-133.
• Jones, A. (2004). A Review of the Research Literature on Barriers to the
Uptake of ICT by Teachers. UK:Becta.
• Mahathir, Mohamad. (2002). The 2003 Budget Speech. http://
www.portsworld.com/budget/Budget%20Speech%202003%2
0(English).pdf
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Q&A
http://yuliang85.blogspot.com
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