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• Level: GCSE
• Subject: ICT
• Word count: 4662

# Developing the Mathematics Curriculum: Using ICT to teach angles

Extracts from this document...

Introduction

Developing the Mathematics Curriculum: Using ICT Brett Coleman Developing the Mathematics Curriculum: Using ICT Choosing a project Through discussion with my mentor, it was preliminary decided that my ICT project will be on something to do with shapes. I then went away and came back with some more specific ideas. These were: * An introduction to geometrical properties of quadrilaterals * An introduction to geometrical properties of triangles * Reflection and Rotation * Angles Once I had my ideas, I asked the teachers in the department what they would prefer the resource to be. Most thought that reflection and rotation was easier to teach than the others, and that more resources were available to them for that area of mathematics. The general consensus was that either of the other three was fine. So I have chosen to base my resource on angles with some properties of quadrilateral and triangles as supplement to the angles work. A factor in this decision was that angles were a topic coming up in the scheme of work. My resource will probably end up not being one resource, but several that when used together, hopefully creates a good lesson or series of lessons. My mentor also added that my resource should be used on a Promethean interactive whiteboard, as the department were going to have two of them introduced into the department, and the teachers who were going to use them, are not very ICT literate and could find a good resource extremely useful. My target year group is year seven. However, the resource will also be inclusive. By this I mean it can be used with mixed ability groups and possibly older year groups too. It has to be a fun resource that will capture the imagination of pupils and hopefully invite them into discussion, thought and interaction. Planning The mathematical content involved The yearly teaching programme from the National Numeracy Strategy states that in year 7, under the shape, space and measure topic - Angles , year 7's should use the correct vocabulary for angles. ...read more.

Middle

My inspiration for this resource was taken from the DfES website (Ref: http://www.standards.dfes.gov.uk/numeracy/publications/ict_resources/12882/sorting_2D_shapes.swf) But I thought that this would be done much better in groups in a more hands on approach, with the production of something material that they could hold, touch and show. Shape Shifters (See appendix) incorporating teacher's guide This is a PowerPoint resource whereby the pupils are required to watch a video style presentation with sound. The resource consists of over 700 slides that have been altered to move on the next slide immediately after the previous slide has been shown. This creates the illusion that the shapes are moving. It starts with a square in the middle of the screen that breaks up into different shapes which move around the screen and make new shapes. Then it comes back together to form the square again. It is accompanied by the song 'Lola's Theme' as it was sung by the group 'Shape Shifters'. I think that pupils will really like this as it was one of the most popular songs of last year. The presentation only lasts for one minute, but will repeat until you stop it. The task would be to write down as many different shapes as you can see. The regular shapes that are in the presentation are square, rectangle, equilateral triangle, isosceles triangle, right-angled triangle, hexagon, trapezium and parallelogram. There are also some irregular shapes during the last part of the presentation. These are irregular hexagons, pentagons, octagons and other quadrilaterals. This provides suitable differentiation for the more able students of the group. I think this would make a great starter to a lesson as it would immediately grab the attention of all. Hopefully it would get the excited too. Some teachers would frown upon this, but if pupils get excited in my lessons, I can only see this as a positive aspect. This resource requires you to work on your own and to record down the shapes you recognise. ...read more.

Conclusion

I believe discussion and group work goes along way to overcome differences in ability. I have found ICT is very strong in differentiating for pupils who are visually or audibly impaired. Text size can be increased easily on the board and I read that the text, Century Gothic is the easiest to read for impaired or dyslexic pupils. (Ref: http://64.233.161.104/search?q=cache:mWPq5BqN4kcJ:www.henley-cov.ac.uk/public/advice/addsupp/Dyslexia.doc+century+gothic+dyslexic&hl=en) So obviously using text on the board in this font is better than handwriting. I know that ICT has to be used in mathematics, but one thing I have seriously learnt is that you should not use ICT just because you think you should. I can clearly see the benefits of some uses of ICT, but if you can see a better way of doing something, I think you should follow your instincts as a teacher and not just use ICT when it does not add anything to the learning process, or even takes something away. When I was at school, we always worked in grouped tables or circles, never in rows. I was told that pupils behave better in rows. Perhaps so, but I am not sure that the learning is better in rows. Developing these resources, it was my natural reaction to develop resources that were to be used in groups. How can you expect pupils to fully engage and learn when you will not let them discuss and interact with the mathematics or each other? I have never understood why teachers still do not want pupils to talk about mathematics. The Bob and Weave also said that you need to be able to link facts to other concepts and ideas to enable you to learn. Surely working on activities in groups is a sure way of opening a pupil up to different ideas and concepts that other pupils have. Overall, I think the more group activities the better, and that ICT is a powerful tool, but only when used in the right way. ?? ?? ?? ?? Brett Coleman 3BSc(Hons) Mathematics with Education and QTS Developing the Mathematics Curriculum: Using ICT ...read more.

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