Supporting Teachers’ and Children's Mathematical Thinking: a strategy for the effective use of information technology

Abstract

ABSTRACT In this paper we consider some of the obstacles which have so far prevented the potential of information technology to support young children's mathematical thinking from being realised. As well as the obvious limitations of resources, we discuss technical issues to do with hardware and software and organisational issues within schools. Perhaps more significantly, we focus on the stresses and demands which are placed upon primary teachers, and examine how current types and levels of access militate against computers being used for mathematical applications. Based on our experiences in the Primary Laptop Project, which has the long‐term aim of studying the effect on children's and teachers’ learning and attitudes when offered high levels of access to personal technology, with particular .emphasis upon mathematical understanding, we go on to suggest strategies for change. As well as considering the potential for supporting children's mathematical thinking, we focus on the professional development n...