Introduction (35 minutes)
Outline aims for days and timings
To explore the range of ICT within the
daily mathematics lesson
To consider how ICT can be used to support
the teaching of mathematics
To familiarise participants with the NNS
As much emphasis as possible has been
placed on modelling and doing in order that by the end of the morning
everybody feels confident to make a start on integrating ICT into
their daily mathematics lesson.
The key messages are outlined at the
beginning of Chapter 1 (p17) in ICT training book. It is worth
ICT should enhance good mathematics
teaching. It should be used in lessons only if it supports good
practice in teaching mathematics
Any decision about using ICT in a
particular lesson or sequence of lessons must be directly related to
the teaching and learning objectives for those lessons
ICT should be used if the teacher and/or
the children can achieve something more effectively with it than
Whilst the morning focuses primarily on
the use of computer software which inevitably raises important
discussion of organisation and management issues, we begin by thinking
about the range of possibilities that constitute ICT.
Hand out copies of Appendix 1 from ICT
Introduce video sequence. The sequence
outlines the fact that there is a very wide range of ICT that can be
used to support teaching of mathematics but careful consideration and
planning is needed to make the most of these resources.
Ask participants to jot down the type of
resources they see in the video
After watching the video ask people to
discuss in pairs:
of the resources they are already using
others could be adapted to suit their year groups (use Appendix 1
to support this)
Take five minutes whole group feedback
If resourcing issues arise jot onto a
flip chart in order not to detract from recognition that some aspects
of ICT in mathematics are already happening.
Counter (30 minutes)
Gather the group so that everybody can
see the computer screen.
Explain that you are going to simulate a
mental and oral starter and that participants should join in as soon
as they feel able.
Focus people on the counter of the
screen. Tell them they can see the number 18 on the counter and they
are to join in as soon as they can see a pattern.
Start the counter and immediately join in
the count yourself. (See Resources for settings)
As soon as most of the group has joined
in counting stop the counter. Ask questions such as:
Who can predict the next number?
Did anybody notice a pattern?
Can they describe it?
Does anyone notice anything else about
Can anyone say a number that will not be
included in our counting?
Can they explain why?
Did anyone work it out differently?
Speed up the counter and get people to
join in the count again.
Reset the program to show two counters.
Set Counter 1 to count from 0 in steps of
Set Counter 2 to count from 0 in steps of
Make sure both counters area at the same
Ask half the group to join in with the
first counter and the other half to join in with the second counter.
Stop both counters.
Ask each group to predict their next
number. Ask questions such as:
Did anybody notice anything?
How does knowing the 4 times table help
you with the 8 times table?
What other pairs of steps will this work
Add other teaching strategies such as
targeting individuals to predict numbers or to repeat parts of
Come out of role. Demonstrate other
features of the program:
1 or 2 counters
Use of sound to highlight landmark
Counting forwards and backwards
Creating more difficult number patterns
including the use of increments
Allow 5 minutes for teachers to practice
with the program and 5 minutes discussion on possible uses and age
appropriateness. What may come out of this discussion is that this is
just another tool for what is already being done as a mental and oral
starter and is only as good as the questions asked. This is important
because teachers need a range of ways to present the same objective.
You could include discussion of alternative methods of counting in
different sized steps eg pace and rhythm, using drums or clapping,
other resources to support counting, OHP calculator (using constant
function), use of written sequences on the board.
Problem Solving with Play Train (KS2) or Toy Shop
(KS1) (30 minutes)
Move on to think about a main activity.
Explore the organisation of using
software where there is only one or two computers in a classroom. The
focus of the lesson is problem solving.
Write up the objectives for the lesson on
the flip chart or give out handout 5.3 (KS2) or 5.1 (KS1) from
Explain that you are going to show a
video that features a lesson on problem solving.
Whilst watching the video, ask
participants to focus particularly on organisation of lesson, the role
of the teacher and the role of the computer.
Remind participants that problem solving
skills need to be specifically taught and not just picked up by the
Watch video sequence 7 Play Train
(KS2) or video sequence 6 Toy Shop (KS1).
Discuss points outlined above.
Allow 20 minutes to watch the video and
Take feedback. Key points to bring out:
Other resources used by the teacher to
ensure whole class is working together
The differentiation within the lesson
Interaction of the teacher with groups
using the computer (with the computer used as a teaching tool and not
for independent activity)
Does it matter that only a few children
get to use the computer?
How would you target children?
This is not about equality of access to
the computer but about equality of access to the mathematics. Some
teachers may find this a difficult notion.
Again, the use of the computer is as a
supplementary tool to support and enhance the learning objectives for