About the book 
“This is a book all mathematics teachers and teacher educators should read! It brings together a wealth of insights from a range of authors… The major issues confronting teachers of mathematics who wish to use ICT in different domains of mathematics are addressed in a clear and accessible way.” Professor Celia Hoyles OBE, Dean of Research and Consultancy, Institute of Education, University of London Teaching Secondary Mathematics with ICT shows the reader how to use Information and Communication Technology (ICT) effectively to enhance the teaching of mathematics in the secondary school. The book explains which forms of technology can be used to improve mathematics teaching and learning, how to get started and where to go for further information. The first two chapters provide a useful introduction for those new to teaching mathematics with ICT. Further chapters cover topics including:
Key reading for Education students specialising in Mathematics and all those teaching secondary mathematics, including nonspecialists and those on professional development courses. Visit the textsupporting website: www.openup.co.uk/jwp 
About the authors 
Contributors Douglas Butler, Oundle School has taught secondary Mathematics for many years, where he served as Head of Mathematics and then Head of Careers Education. He also chaired the MEI project in the 1980s. He founded the ICT Training Centre in 2000. This is based at Oundle School, and runs courses all over the UK and abroad, with the aim of helping teachers get to grips with the many possibilities of using computers in the classroom. This Centre also researches and creates resources for the educational use of ICT. He is author of Using the Internet – Mathematics (2000) and coauthor of the software Autograph 3 (2004). Alison ClarkJeavons, University College Chichester, was formerly an 'advanced skills' teacher of mathematics and is now a senior lecturer at University College Chichester. Alison is researching the effective use of the interactive whiteboard in the mathematics classroom in collaboration with colleagues and teachers and has a particular interest in teachers' professional development with respect to ICT. Jenny Gage, University of Cambridge, is the coordinator of the Motivate videoconferencing project for schools, which is part of the Millennium Mathematics Project. Before this, she was a secondary maths teacher for 15 years. She is also doing research into the use of graphics calculators in the teaching and learning of algebra 1114. Dave Hewitt, University of Birmingham, Dave is a Senior Lecturer in Mathematics Education at the University of Birmingham. Before that Dave taught in secondary schools for 11 years including being Head of Mathematics for five of those years. Dave's research interests relate to ways in which the powers all of us possess and used as young children in our early preschool learning can be accessed and utilised more frequently and effectively within the mathematics classroom. Recently this has led to a particular interest in the teaching and learning of algebra and the use of computer software. Nicholas Jackiw is the inventor of The Geometer's Sketchpad. He also works as the Chief Technology Officer at KCP Technologies, where Sketchpad and Fathom are under continual development. Peter JohnstonWilder, The Open University, has been a secondary maths teacher and a lecturer on courses for intending and inservice teachers. He was jointly editor of MicroMath for six years and is currently conducting research in statistical education. Sue JohnstonWilder, The Open University, has been involved with ICT for many years. She was Director of one of the NOFfunded ICT providers. She now works on new courses for teachers of mathematics, and her current research is related to using ICT to meet diverse needs in mathematics education. Kate Mackrell, Queen’s University, Kingston, Ontario, has specialised in the use of interactive geometry software. She worked in computing before going into secondary mathematics teaching. She taught in a variety of contexts before starting to work in teacher education at the University of Brighton. A particular interest has been in the development of mathematical thinking through the use of ICT. She contributed to the development of the ATM Active Geometry files. She is currently studying for a PhD at Queen's University in Ontario, Canada, exploring the use that teachers make of interactive geometry in their detaching. John Mason, Professor, The Open University, is well known for many books including Thinking Mathematically with Leone Burton and Kaye Stacey and Learning and Doing Mathematics. More recently he has published Practitioner Research Using the Discipline of Noticing. He has a wealth of experience of helping practitioners to develop their own practice, and to turn that into research. John Monaghan is a lecturer in mathematics education at Leeds University. He has a special interest in students' understanding of algebra and calculus and the use of new technology. He has edited and contributed to several books and journals on the subject of computer algebra. Adrian Oldknow, Professor Emeritus, University College Chichester and Visiting Fellow, Mathematical Sciences Group, Institute of Education, University of London has taught mathematics and computing at all levels in secondary schools, further education and universities, including preservice and inservice teacher education. He chaired the Mathematics Curriculum ICT support group for the DfES 1993/9 and maintains an active involvement with many mathematics and computing subject professional associations. He currently chairs the Professional Development Committee of the Mathematical Association and is Treasurer of the Joint Mathematical Council. He chaired the Royal Society and JMC Working Group which produced the report “Teaching and Learning Geometry 1119” in July 2001. He is coauthor of Teaching Mathematics using ICT with Ron Taylor. David Pimm, University of Alberta, Canada, has worked in the UK, the US and Canada in mathematics education and has published and edited many books and other resources. His main area of interest is mathematics and language, including forms of mathematical communication enabled by current developments in technology. Nathalie Sinclair, Michigan State University, United States, has recently completed a postdoctorate at the Center for Experimental and Constructive Mathematics at Simon Fraser University. She has taught secondary and middle school mathematics, and has worked extensively with teachers and students in designing and using various technologybased environments. David Wright is Teaching Fellow in Mathematics Education at the School of Education, Communication and Language Sciences, University of Newcastle upon Tyne. He is also an editor of the professional journal Micromath.

Table of contents 
Introduction Chapter 1: Technology, mathematics and secondary schools: a brief, UK, historical perspective David Pimm and Sue JohnstonWilder Chapter 2: The technological tools of the mathematics teacher’s trade Sue JohnstonWilder and David Pimm Section A: ICT and the school mathematics curriculum Chapter 3: Thinking numerically: structured number Dave Hewitt Chapter 4: Thinking algebraically: manipulative algebra John Monaghan Chapter 5: Thinking geometrically: dynamic imagery Kate Mackrell and Peter JohnstonWilder Chapter 6: Thinking statistically: interactive statistics Peter JohnstonWilder Chapter 7: The school mathematics curriculum in a technological age Douglas Butler Section B: ICT and the mathematics classroom Chapter 8: Graphical calculators: tools for mathematical thinking David Wright Chapter 9: Interactive whiteboards: developing a pedagogy for mathematics classrooms Alison ClarkJeavons Chapter 10: ‘MathsAlive’: lessons from twenty year 7 classrooms Adrian Oldknow Chapter 11: Videoconferencing: case studies in mathematics classrooms Jenny Gage Chapter 12: Mathematics on the internet Nathalie Sinclair Summary and vision Chapter 13: Mediating mathematical thinking with escreens John Mason Chapter 14: Understanding and projecting ICT trends in mathematics education Nathalie Sinclair and Nicholas Jackiw 