Maths Faculty

ICT and Digital Citizenship Learning Continuum – Complete document

ICT and Digital Citizenship Continuum – Faculty Breakdown

Integrating ICT Capability in Mathematics from BOSTES –

Information and communication technology (ICT) includes digital technologies such as calculators, spreadsheets, dynamic geometry software, and computer algebra and graphing software. Students use ICT effectively and appropriately when investigating, creating and communicating ideas and information, including in representing mathematics in a variety of ways to aid understanding. ICT can be used by students to solve problems and to perform previously onerous tasks more readily.

In the Number and Algebra strand in the NSW K–10 Mathematics curriculum, students can use ICT in such topic areas as creating patterns, creating and interpreting graphs, investigating compound interest, and solving equations graphically. In the Measurement and Geometry strand of the curriculum, students can utilise ICT in such areas as exploring properties of angles and shapes, including symmetry; creating designs that involve shapes and transformations; representing, visualising and manipulating three-dimensional objects; investigating congruency and similarity; representing position and paths; making informal measures of length and area; and developing formulas for perimeter and area. In the Statistics and Probability strand, students can use ICT in such areas as recording and displaying data in various forms, comparing data sets, calculating measures of location and spread, modelling probability experiments, and using the internet to gather and analyse data presented by the media.


How Turning Math Into a Maker Workshop Can Bring Calculations to Life – By Linda Flanagan via Mindshift, November 2015

5 Strategies for a Successful Flipped Maths Classroom – Global Digital Citizenship Team

EdTechTeacher – Mathematics Technology Tools Article

Review of the Use of Technology in Mathematics Education – School Curriculum and Standards Authority of Western Australia, 2015

5 Ways to Use Scannable Tech in the Maths Classroom – Edutopia June 2016


Stage 4 Computational Thinking Activities in Mathematics

In Stage 4, students are encouraged to become more sophisticated in their use of computational thinking skills in all learning areas. They can create online stories and games, programs and models. Students can use electronics and robotic technology to create mechanisms and develop mini-computers. They learn how to best use everyday sites such as Google Maps and spreadsheets. Students learn about online safety.

Students could:

  • collect data using Google Forms and analyse data using Google Spreadsheets
  • use formulas on spreadsheets to create budgets and compare spending
  • select and justify the best phone plan after tracking data on spreadsheets
  • use price comparison websites to compare the value of purchases
  • create scale models of objects in 3D using software such as SketchUp, Autodesk 123D, Solid Edge or PTC Creo Parametric
  • play mathematics games on sites such as MathsLinks or the Algebra Touch iOS app
  • use programming software such as Unity to create computer games that integrate an original mathematical concept, then ask students from other year groups to vote on the best game
  • play a game that uses probability and then design and program a different one
  • create geometrical patterns using drawing programs such as Inkscape, then swap them with other students who must describe the pattern in words and algebraic symbols
  • work in teams to create fantasy football or netball teams that compete against each other, making predictions based on statistics as to who will win – teams could present their reasons for thinking that their team will win.

Handout from Maths Planning Day – Making Opportunities in Stage 4 Maths

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