Maria Goulding

The role of ICTs in learning algebra: a systematic review

Despite considerable investment in Information and Communications Technology (ICT), inspection evidence (Ofsted 2004) in England and Wales suggests that effective use in mathematics is relatively weak. Moreover, for many pupils the deeper meanings and purposes for algebra are hidden and they see it as a meaningless activity (Kieran 1992). This systematic review aimed to find good quality evidence of the conditions under which ICT tools could be used to develop understanding of algebra. Searching electronic databases, academic journals and contacting mathematics education networks identified 33 studies covering the role of ICT in the development of symbolism, the relationship and interpretation of different ways of representing functions and operations on symbolic expressions. The in-depth analysis of the 14 studies addressing functions found evidence of

EVIDENCE INFORMED POLICY AND PRACTICE: METHODOLOGICAL ISSUES INVOLVED IN CONDUCTING A SYSTEMATIC REVIEW IN MATHEMATICS EDUCATION

This paper focuses on a systematic review of studies on the impact of the pedagogy of the National Numeracy Strategy (England) on primary school pupils’ confidence and competence. Findings from the review are that gains in competence may be a result of the specification of the curriculum rather than changes in pedagogy, that interactive whole class teaching as envisioned has not been fully realised, and that low attaining pupils may be disadvantaged by the way in which whole class teaching is being interpreted. In conducting the review there were some tensions involved in judging the reliability, validity and generalisability of the findings of the included papers, and in judging the weight of evidence in terms of the review question. This paper will address these tensions, describe this particular review process and discuss the findings.