Teachers' views on the impact of ICT on the teaching and learning of secondary mathematics : a multi-modal study

Abstract

There continues to be much debate about the impact of ICT in teaching and learning in mathematics. Collectively, large-scale studies of the impact of technology on attainment using measures such as national examination scores do not show a clear positive link between the use of technology and attainment in mathematics. However, there is much evidence within secondary mathematics education research that suggests that the use of technology is beneficial to the teaching and learning of mathematics. The study here reports the findings of a small, local multi-modal study. Teachers were asked to respond to a questionnaire giving scores for a list of software and hardware for the frequency of use and impact on pupils' learning in secondary mathematics. They were also asked to give an indication of the use they put these items to, and an overall score for both Key Stages as to the impact ICT had in mathematics in their school. Two teachers were also chosen as short case-studies and were observed teaching with ICT and then interviewed about their practice. The findings indicate that many teachers were positive and enthusiastic about the use of ICT in teaching and learning mathematics and that the level of impact was largely similar between the two key stages under investigation. The availability of resources differed substantially, with some mathematics departments being well equipped and others finding access to resources very limited. Teachers reported using the resources they had with different levels of frequency and with different considerations as to the impact those resources had on pupils' learning. The picture overall is one where departments and teachers are in a very experimental phase, where they are exploring these uses of ICT and starting to find that this has implications for both pedagogy and practice.

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