Using ICT in mathematics: sequences, functions and graphs

Many pupils are taught to be able to substitute into equations, draw graphs of lines and learn about how m is the gradient and c the y intercept. Often pupils find it difficult to recognise the equation of a line from its graph or a table of results, or vice versa. This work attempts to use multiple representations to deepen pupils' understanding of the relationships between equations, tables and graphs.
Also in this sub-strand are some other ideas for using spreadsheets to stimulate thinking and discussion about processes and patterns.

ICT deployment in secondary school subject teaching:

The characteristics of good general secondary provision include:
• availability of different groupings of resources to match the needs of departments, for
example computer rooms, clusters of machines and individual workstations around
the site
• computers networked and well maintained with good Internet access from all
workstations
• well-lit, comfortable computer rooms with sufficient space for pupils to work away
from computers and for teachers to circulate and talk to individual pupils
• effective communication with the whole class using digital projectors or the capacity
to control all the computers
• an efficient and equitable booking system for computer rooms.
Increasingly schools are exploring the possibility of greater flexibility in serving subject
needs through the use of wireless links between banks of laptops, managed centrally and
linked to the school network.