Our findings suggest:
It is important to have a holistic perspective on design.
The design of the whole mathematical learning environment is a key factor in terms of students' learning. This includes paying attention to: the design of the computer interface; teacher's use of language and inter-change between teacher and students; time for individual investigation; time for whole-class work; the nature and extent of the use of non digital tools (e.g. paper and pencil).
Well-designed use of ICT can:
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extend students' mathematical questioning and use of mathematical language.
- support experimentation and play.
- allow students to manipulate abstract mathematical concepts.
- provide new and dynamic ways of representing mathematical ideas that stimulate learning.
- provide rapid feedback for learning.
The teacher is key in managing and ensuring shifts between individual and common knowledge
Students often bring an experimental and playful approach to the use of ICT from their out-of-school experiences. This is positive from the point of view of individual and independent learning. However this approach can lead to individual and idiosyncratic development of mathematical knowledge. This is why the teacher plays a key role in drawing together individual and sometimes informal knowledge into collective and common knowledge.
The teacher is key in opportunistically leading students into the world of mathematics
With well-designed mathematical environments and experienced use of digital and non digital tools the teacher can opportunistically lead students into more sophisticated mathematical worlds.
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