Many countries are exploring different approaches to create a more relevant mathematics curriculu... more Many countries are exploring different approaches to create a more relevant mathematics curriculum through the use of real world examples in the classroom. In this paper we will share some of the classroom video resources that have been developed since the last ICTMT: the series World of Maths (Teachers TV 2008) and i-Maths (British Broadcasting Corporation 2008). This also complements the UK’s “STEM” (Science, Technology, Engineering and Mathematics) agenda (Her Majesty's Treasury 2004) which aims to promote STEM subjects to the populus and increase student uptake in STEM related careers and courses.
Many countries are seeking ways of encouraging more secondary school students to specialize in sc... more Many countries are seeking ways of encouraging more secondary school students to specialize in science, technology, engineering and mathematics (STEM). The talk will include examples of ICT-based activities used in some current school based projects to help make mathematics more exciting, relevant and challenging to young learners. These include the use of digital images and video clips to stimulate modeling with 2D geometry and algebra; the use of 3D geometry software to develop visualization and modeling in space; and the use of hand-held devices with dataloggers in capturing and analyzing for experimental data.
The UK has seen a worrying decline in the number of students taking up Higher Education courses i... more The UK has seen a worrying decline in the number of students taking up Higher Education courses in both Mathematics and ICT. The opportunity exists within an A-level mathematics course for teachers and students to use technology in an imaginative way to enhance the learning experience and to encourage students to consider further study in either discipline.Students taking A-level are taught in a variety of institutions. An A-level mathematics class in an 11-18 school could be a small cohesive group with similar background, prior learning experiences and familiarity with the use of ICT in mathematics. A class in a Further Education college is likely to be much larger and to include students from a wide range of previous institutions whose experiences both with regards to teaching and learning styles and to their use of ICT could vary widely.Catering for the individual teacher and student in these diverse circumstances can be a big deterrent to the use of technology, so in the ICTAM (...
To help meet an educational and societal requirement for all students to enjoy, have confidence a... more To help meet an educational and societal requirement for all students to enjoy, have confidence and ability in creativity and technology, the “Kids Inspiring Kids in STEAM” (KIKS) EU project adopted an intensive Hothousing process challenging students in Finland, Spain, Hungary and the United Kingdom to engage in collaborative problem solving to develop solutions to: “How would you get your schoolmates to LOVE STEAM?” The project provided a process and technology toolkit for students, including those with special educational needs, to achieve their solutions.A completion rate of 90% suggested that all schools and students could cope with and enjoy the process and associated technology toolkit, which featured social media plus Micro:bit, Tracker and GeoGebra for data collection and modelling.We have extended the toolkit with simulation software and a graphical programming environment to produce realistic animations of objects in motion. Thus students will have a creativity and techno...
This is the second of two articles presenting new results which extend the Soddy circles of a tri... more This is the second of two articles presenting new results which extend the Soddy circles of a triangle to Soddy spheres of a special class of tetrahedra. In Part 1 [1], after a brief résumé of the Soddy theorems in two dimensions, we stated the corresponding theorems in three dimensions, discovered partly as the result of computer investigations. These threedimensional Soddy theorems are valid only for a special type of tetrahedron - the four-ball tetrahedron - and we went on to prove some basic results about such tetrahedra.
New discoveries about the Soddy circles of a triangle were published in the Gazette [1] in 1995; ... more New discoveries about the Soddy circles of a triangle were published in the Gazette [1] in 1995; they are summarised below. Extensions of wellknown results in the geometry of the triangle to that of the tetrahedron were presented by Zeeman in his 2004 Presidential Address at the Mathematical Association Conference in York [2]. Using the computer software package Cabri 3D, we have discovered new results which extend the Soddy circles of a triangle to Soddy spheres of a special class of tetrahedra. This article is the first of two which present our discoveries, as well as relevant aspects of the established geometry of tetrahedra, together with their proofs.
Many countries are exploring different approaches to create a more relevant mathematics curriculu... more Many countries are exploring different approaches to create a more relevant mathematics curriculum through the use of real world examples in the classroom. In this paper we will share some of the classroom video resources that have been developed since the last ICTMT: the series World of Maths (Teachers TV 2008) and i-Maths (British Broadcasting Corporation 2008). This also complements the UK’s “STEM” (Science, Technology, Engineering and Mathematics) agenda (Her Majesty's Treasury 2004) which aims to promote STEM subjects to the populus and increase student uptake in STEM related careers and courses.
Many countries are seeking ways of encouraging more secondary school students to specialize in sc... more Many countries are seeking ways of encouraging more secondary school students to specialize in science, technology, engineering and mathematics (STEM). The talk will include examples of ICT-based activities used in some current school based projects to help make mathematics more exciting, relevant and challenging to young learners. These include the use of digital images and video clips to stimulate modeling with 2D geometry and algebra; the use of 3D geometry software to develop visualization and modeling in space; and the use of hand-held devices with dataloggers in capturing and analyzing for experimental data.
The UK has seen a worrying decline in the number of students taking up Higher Education courses i... more The UK has seen a worrying decline in the number of students taking up Higher Education courses in both Mathematics and ICT. The opportunity exists within an A-level mathematics course for teachers and students to use technology in an imaginative way to enhance the learning experience and to encourage students to consider further study in either discipline.Students taking A-level are taught in a variety of institutions. An A-level mathematics class in an 11-18 school could be a small cohesive group with similar background, prior learning experiences and familiarity with the use of ICT in mathematics. A class in a Further Education college is likely to be much larger and to include students from a wide range of previous institutions whose experiences both with regards to teaching and learning styles and to their use of ICT could vary widely.Catering for the individual teacher and student in these diverse circumstances can be a big deterrent to the use of technology, so in the ICTAM (...
To help meet an educational and societal requirement for all students to enjoy, have confidence a... more To help meet an educational and societal requirement for all students to enjoy, have confidence and ability in creativity and technology, the “Kids Inspiring Kids in STEAM” (KIKS) EU project adopted an intensive Hothousing process challenging students in Finland, Spain, Hungary and the United Kingdom to engage in collaborative problem solving to develop solutions to: “How would you get your schoolmates to LOVE STEAM?” The project provided a process and technology toolkit for students, including those with special educational needs, to achieve their solutions.A completion rate of 90% suggested that all schools and students could cope with and enjoy the process and associated technology toolkit, which featured social media plus Micro:bit, Tracker and GeoGebra for data collection and modelling.We have extended the toolkit with simulation software and a graphical programming environment to produce realistic animations of objects in motion. Thus students will have a creativity and techno...
This is the second of two articles presenting new results which extend the Soddy circles of a tri... more This is the second of two articles presenting new results which extend the Soddy circles of a triangle to Soddy spheres of a special class of tetrahedra. In Part 1 [1], after a brief résumé of the Soddy theorems in two dimensions, we stated the corresponding theorems in three dimensions, discovered partly as the result of computer investigations. These threedimensional Soddy theorems are valid only for a special type of tetrahedron - the four-ball tetrahedron - and we went on to prove some basic results about such tetrahedra.
New discoveries about the Soddy circles of a triangle were published in the Gazette [1] in 1995; ... more New discoveries about the Soddy circles of a triangle were published in the Gazette [1] in 1995; they are summarised below. Extensions of wellknown results in the geometry of the triangle to that of the tetrahedron were presented by Zeeman in his 2004 Presidential Address at the Mathematical Association Conference in York [2]. Using the computer software package Cabri 3D, we have discovered new results which extend the Soddy circles of a triangle to Soddy spheres of a special class of tetrahedra. This article is the first of two which present our discoveries, as well as relevant aspects of the established geometry of tetrahedra, together with their proofs.
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Papers by Adrian Oldknow