PD Videos: Technology

These videos show various ways that technology can be used in A level Mathematics/Further Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different approach to using technology.

The videos were filmed at the King Edward VI Camp Hill School, Birmingham in March 2017.

Questions for reflection:
  • What topics would you use graphing software for?
  • What are the advantages of using prepared files?
  • What questioning strategies are effective when using graphing software?
Related resources:

 Getting started with GeoGebraOpens a new window  Integrating Technology Into Your Scheme of WorkOpens a new window

Questions for reflection:
  • How does using sliders (or equivalent) enhance students' mathematical understanding?
  • What are the advantages of creating files on-the-fly?
  • What questioning strategies are effective when using graphing software?
Related resources:

 Getting started with GeoGebraOpens a new window  Integrating Technology Into Your Scheme of WorkOpens a new window

Questions for reflection:
  • What are the advantages of using spreadsheet in enhancing students’ understanding?
  • How frequently do you use a numerical representation, such as a table, when discussing functions?
  • How can the use of spreadsheet formulas be used to reinforce students' algebraic skills?
Related resources:

 Using Excel in the maths classroomOpens a new window  Integrating Technology Into Your Scheme of Work*Opens a new window

* Features some suggestions for using spreadsheets.

Questions for reflection:
  • How does having a graphical calculator aid students in making the link between graphical and algebraic calculations?
  • How do you use a graphical calculator to support teaching and learning (as opposed to it just being an examination tool)?
  • What are the practical issues relating to using graphical calculators in class?
Related resources:

 Student task for A level Mathematics (Casio)Opens a new window

Questions for reflection:
  • What does it add to an activity when students can manipulate the software themselves (and not just watch the teacher do it)?
  • How does the ease of use of the app versions of Desmos/GeoGebra on smartphones compare to using them on a computer?
  • What are the practical issues with allowing students to use their own devices such as smartphones and tablets in class?
Related resources:

Student tasks for A level Mathematics:

 DesmosOpens a new window  GeoGebraOpens a new window

PD Videos: